YOUTUBE VIDEO LECTURES IN UNDERGRADUATE STUDIES
AbstractThe aim of this research article is to study and evaluate YouTube as an effective instrument of transmitting lecture information. The factors that motivate teachers to use YouTube in undergraduate studies are specified. Within the scopes of the research study, students were shown a YouTube video lecture before each lecture in a classroom. According to the author’s idea, these YouTube video lectures contained theoretical fundamentals, which created the necessary background for lectures in the classroom, where some case studies based on theories from video lectures were discussed. During the study, students were asked about their preferences on the YouTube video lectures, factors that motivate them to watch these lectures, things they would like to improve in the video lectures, and types of video lectures they mostly like. The findings show, that an unusual background location in the video can attract the students’ attention. Another conclusion that was made was that students get used to video lectures during the semester and hence by the end of the course they stop perceiving video lectures as something new. To conclude, video lectures no matter how popular they are in terms of number of views, allow teachers to use a time, which was originally planned for theory, for case studies that in many ways makes the educational process more attractive for students and practically focused.
Allen, I. E. and Seaman, J. (2010). Class differences: Online education in the United States, 2010. Sloan Consortium. Retrieved from http://sloanconsortium.org/publications/survey/class_differences
Allen, I. E., & Seaman, J. (2011). Going the distance: Online education in the United States. Babson Survey Research Group and Quahong Research Group, LLC
Cerna M., Svobodova L. (2017). kUtilization and expected potential of selected social applications in setting – a case study. In: Uskov V., Howlett R., Jain L. (eds.). Smart education and e-learning, Springer.
Coklar, A.N. (2012) Evaluations of Students on Facebook as an Educational Environment. Turkish Online Journal of Qualitative Inquiry, April 2012, 3(2).
Couros, A. (2010) Developing Personal Learning Networks for Open and Social Learning, Emerging Technologies in Distance Education. G. Veletsiano (Ed) AU Press, Athabasca University.
Dalsgaard, P. (2009). Transparency in Cooperative Online Education, The International Review of Research in Open and Distance Learning, Vol. 10, No 3.
Eteokleous, N., Ktoridou, D., Stavrides, I., Michaelidis, M. (2012) Facebook – a social networking tool for educational purposes: developing special interest groups. In: ICICTE 2012 Proceedings
Flavin, M. (2012) Disruptive technologies in higher education. In: ALT-C 2012 Conference Proceedings.
Friedman, L.W. (2012) Using social media technologies to enhance online learning. Retrieved from http://www.thejeo.com/Archives/Volume10,Number1/Friedman.pdf
Holmes, B., Gardner,J.(2006) E-learning concepts and practice. Sage Publications.
Hong, J.L. (2016). Integrating Social Networking Sites with E-Learning. In: Tang S., Logonnathan L. (eds). Assessment for Learning Within and Beyond the Classroom. Springer, Singapore.
Kent, M. (2013) Changing the Conversation: Facebook as a Venue for Online Class Discussion in Higher Education. MERLOT Journal of Online Learning and Teaching Vol. 9, No. 4.
Lee, M.J.W., McLoughlin C. (2010) Beyond Distance and Time Constraints: Applying Social Networking Tools and Web 2.0 Approaches in Distance Education. Emerging Technologies in Distance Education. G. Veletsiano (Ed) AU Press, Athabasca University
Montoneri, B. (2015) Impact of Students' Participation to a Facebook Group on their Motivation and Scores and on Teacher's Evaluation. The IAFOR Journal of Education Volume III - Issue I - Winter 2015.
Petrovic, N., Jeremic V., Cirovic M., Radpjicik Z., Milenkovic N. (2014) Facebook vs Moodle: what do students really think? International Conference on Information Communication Technologies in Education.
Pilli, O. (2014). LMS Vs. SNS: Can Social Networking Sites Act as a Learning Management Systems? American International Journal of Contemporary Research, Vol. 4, No. 5, pages 90-97.
Selwyn, N. (2007). The use of computer technology in university teaching and learning: a critical perspective. Journal of Computer Assisted Learning. Volume 23, Issue 2, pages 83-94, April 2007.
Trajkovic V. (2012) Increasing Students’ Motivation by Using Social Networks In And Out of the Classroom. In: ICT Innovations 2012 Web Proceedings, p. 17-24.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (Creative Commons Attribution License 3.0 - CC BY 3.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
firstname.lastname@example.org, www.iseic.cz, ojs.journals.cz