Students' Perspectives on YouTube Video Usage as an E-Resource in the University Classroom

Autor/inn/en	Jackman, W. Marc; Roberts, Patricia
Titel	Students' Perspectives on YouTube Video Usage as an E-Resource in the University Classroom
Quelle	In: Journal of Educational Technology Systems, 42 (2014) 3, S.273-296 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2395
DOI	10.2190/ET.42.3.f
Schlagwörter	Student Attitudes; Video Technology; Social Media; College Instruction; Resources; Preservice Teachers; Questionnaires; Statistical Analysis; Qualitative Research; Foreign Countries; Psychology; Correlation; Regression (Statistics); Content Analysis; Technology Uses in Education; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Schülerverhalten; Soziale Medien; Hochschullehre; Betriebsmittel; Hilfsmittel; Fragebogen; Statistische Analyse; Qualitative Forschung; Ausland; Psychologie; Korrelation; Regression; Regressionsanalyse; Inhaltsanalyse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Trinidad und Tobago
Abstract	This study examined the perspectives of 70 prospective teachers about the use of YouTube videos as e-resources to supplement psychology lectures at a university in Trinidad & Tobago. A questionnaire designed for the study was used to collect both quantitative and qualitative data. The quantitative analysis included frequency distribution, non-parametric correlations, and ordinal logistic regression. In the quantitative results, participants' identified benefits and implications of the YouTube strategy that confirmed and went beyond previously established research. More specifically, the ordinal regression analyses identified specific benefits that predicted participants' intention to the YouTube integration strategy in their own teaching and researching. The qualitative data which were analyzed using content analysis provided supporting details of the benefits and implications of integrating YouTube videos as supplements to lectures. The findings have implications for the use of new media in the university classroom, especially when teaching digital natives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01