YouTube in higher education: comparing student and instructor perceptions and practices
YouTube is widely adopted in educational settings because it can support a variety of learning practices. However, unlike traditional learning resources, YouTube videos lack a standardized quality assurance process, posing a significant concern for educational users. The responsibility of identifyin...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2024-01-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1330405/full |
| _version_ | 1797360285681451008 |
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| author | Scott Greeves Mustafa Oz |
| author_facet | Scott Greeves Mustafa Oz |
| author_sort | Scott Greeves |
| collection | DOAJ |
| description | YouTube is widely adopted in educational settings because it can support a variety of learning practices. However, unlike traditional learning resources, YouTube videos lack a standardized quality assurance process, posing a significant concern for educational users. The responsibility of identifying suitable educational content falls on the individual user as they navigate the site and select videos. Despite its importance, the multi-step process of video selection remains poorly understood among educational users. While it is established that most users begin with a keyword search for their topic of interest, there is limited empirical evidence on how users deliberate between returned video options, considering features such as view count and comment section sentiment, to make an informed video selection. To address this knowledge gap, this study surveyed college (1) instructors (N = 61) and (2) students (N = 300) to compare their prioritization of ten YouTube video features in relation to video selection. The results revealed fundamental similarities in their prioritization of key aspects such as accuracy, content creators’ expertise, video duration, and style. However, the analyses also suggest that instructors and students may value differing platform affordances across YouTube’s features. |
| first_indexed | 2024-03-08T15:37:21Z |
| format | Article |
| id | doaj.art-06e949d257d8454089b6603278e33c95 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-08T15:37:21Z |
| publishDate | 2024-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-06e949d257d8454089b6603278e33c952024-01-09T17:47:47ZengFrontiers Media S.A.Frontiers in Education2504-284X2024-01-01810.3389/feduc.2023.13304051330405YouTube in higher education: comparing student and instructor perceptions and practicesScott GreevesMustafa OzYouTube is widely adopted in educational settings because it can support a variety of learning practices. However, unlike traditional learning resources, YouTube videos lack a standardized quality assurance process, posing a significant concern for educational users. The responsibility of identifying suitable educational content falls on the individual user as they navigate the site and select videos. Despite its importance, the multi-step process of video selection remains poorly understood among educational users. While it is established that most users begin with a keyword search for their topic of interest, there is limited empirical evidence on how users deliberate between returned video options, considering features such as view count and comment section sentiment, to make an informed video selection. To address this knowledge gap, this study surveyed college (1) instructors (N = 61) and (2) students (N = 300) to compare their prioritization of ten YouTube video features in relation to video selection. The results revealed fundamental similarities in their prioritization of key aspects such as accuracy, content creators’ expertise, video duration, and style. However, the analyses also suggest that instructors and students may value differing platform affordances across YouTube’s features.https://www.frontiersin.org/articles/10.3389/feduc.2023.1330405/fullYouTubeeducationpedagogystudentinstructoraffordances |
| spellingShingle | Scott Greeves Mustafa Oz YouTube in higher education: comparing student and instructor perceptions and practices Frontiers in Education YouTube education pedagogy student instructor affordances |
| title | YouTube in higher education: comparing student and instructor perceptions and practices |
| title_full | YouTube in higher education: comparing student and instructor perceptions and practices |
| title_fullStr | YouTube in higher education: comparing student and instructor perceptions and practices |
| title_full_unstemmed | YouTube in higher education: comparing student and instructor perceptions and practices |
| title_short | YouTube in higher education: comparing student and instructor perceptions and practices |
| title_sort | youtube in higher education comparing student and instructor perceptions and practices |
| topic | YouTube education pedagogy student instructor affordances |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1330405/full |
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