Educational Vlogs: A Systematic Review

Hassan, Ragia H.

doi:10.1177/21582440231152403

Cited by 6 publications

(8 citation statements)

References 62 publications

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“…Vlogging in the higher education sector Hassan's (2023) systematic review examined 60 recent papers exploring educational applications of vlogs across higher education and K-12 settings and found that vlogging could serve as an effective tool for reflection, instructional design and pedagogically to strengthen links between theory and practice. Hassan recommended that "future research may focus on the effectiveness of using vlogging to help pre-service teachers utilise and include multimedia as an integral part of the curriculum.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Despite the suggested benefits of vlogging, several challenges have been presented. Hassan (2023) identified technical difficulties and students' sense of vlogging as an atypical form of communication detached from their daily reality. Reeves et al (2017) revealed that students rarely rewatched their videos but preferred to watch the videos of their peers.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This enables students to create content together or react to each other's videos on platforms, such as Microsoft Flip (Flip), fostering a more connected and engaged student experience. Amid the COVID-19 pandemic's shift to online or blended learning, educators have explored innovative methods through social media, such as vlogging, to maintain student engagement and connection (Aldukhayel, 2021;Hassan, 2023). A vlog, short for "video blog", is an asynchronous medium, often associated with YouTube, where individuals film and publish their personal opinions or experiences online, differing from live streaming, where communication is in real time (e.g., Brott, 2023;Hassan, 2023;Snelson, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Amid the COVID-19 pandemic's shift to online or blended learning, educators have explored innovative methods through social media, such as vlogging, to maintain student engagement and connection (Aldukhayel, 2021;Hassan, 2023). A vlog, short for "video blog", is an asynchronous medium, often associated with YouTube, where individuals film and publish their personal opinions or experiences online, differing from live streaming, where communication is in real time (e.g., Brott, 2023;Hassan, 2023;Snelson, 2015). Research on the application of vlogs in educational settings has shown their effectiveness for language learning, content engagement and confidence development (Dunbar, 2019;Hassan, 2023;Liu, 2016;Tuyet & Khang, 2020;Yeh et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The academic TikTok: Academics’ perceptions and uses of Microsoft Flip as a vlogging platform

Dianati,

Spinelli,

Gazmuri Sanhueza

2024

AJET

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Vlogs, asynchronous video blogs where individuals film themselves to share personal experiences, have been widely used in educational settings. This study explores the integration of Microsoft Flip (Flip), a vlogging platform, in higher education, focusing on its use by academics during a 3-year pilot preceding institution-wide adoption. Grounded in Driscoll and Burner’s (2005) constructivist theory, this research involved interviews with 10 academics from an Australian university, examining their experiences, challenges and recommendations for using Flip. The findings reveal that Flip facilitates innovative activity design, promoting user-friendliness, interaction and self-directed learning. However, privacy concerns, technical difficulties and engagement shortfalls were identified consistent with broader educational technology adoption issues. To minimise these challenges, academics suggested setting clear guidelines on how to use Flip to enhance learning and offered suggestions on how to organise the activities effectively. This research offers insights for academics and learning designers considering Flip in the tertiary educational context, highlighting its potential as a tool for enhancing learning experiences. Implications for practice or policy: Implement scaffolded teaching in higher education, emphasising peer interaction, sequential assessments, and clear instructions to boost student learning outcomes. Provide academics with targeted resources and training to effectively integrate vlogs in teaching, addressing technological barriers. Use vlogging for summative assessments to ensure authentic uptake which also mitigates challenges within identity verification and artificial intelligence misuse in higher education.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The academic TikTok: Academics’ perceptions and uses of Microsoft Flip as a vlogging platform

Dianati,

Spinelli,

Gazmuri Sanhueza

2024

AJET

View full text Add to dashboard Cite

show abstract

“…In this section I will outline how examining relevant literature informed the create stage. According to Hassan (2023), vlogging has emerged as a popular form of digital media that has the potential to be a valuable educational tool. One of the primary benefits of educational vlogging is its potential to engage students and increase their motivation to learn (Mandasari & Aminatun, 2019).…”

Section: Understandmentioning

confidence: 99%

How an e-Learning Course Was Created to Support Primary Teachers’ Facilitation of Student Reflective Practice through Educational Vlogging

Molloy,

Crotty

2024

International Journal for Transformative Research

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This article explains how teachers can use educational vlogging as a tool to facilitate students’ reflective practice in primary schools. Vlogging is a short duration video recording that engages the learner in critical self-reflection. The widespread accessibility of digital devices in Irish schools offer primary teachers opportunities to use vlogging as a tool to enable students to reflect on their learning, and gather learning analytics that provide insight into the learning process. The Educational Entrepreneurial Approach (EEA) (Crotty, 2014) to action research was employed to show how examining a Covid-19 school news broadcasting project provided the rationale for developing and creating an e-learning course. This course consisted of fifteen educational videos that aimed to enable teachers to facilitate student vlogging in a disadvantaged primary school. Research data was gathered through reflective journaling and validated through meetings between me as researcher (Author 1), my Supervisor (Author 2), and fellow students on the MSc. in Education and Training Management (eLearning) colleagues – hereafter referred to as MEME. Findings offer insights into the benefits and limitations of educational vlogging and detail how creating the e-learning course, Vlogging in the Primary School, was transformative for me and for the school. The outcomes indicate that educational vlogging can potentially benefit teachers and students in Irish primary schools and beyond.

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Exploring Shariah Governance Practices in Islamic Co-Operatives in Malaysia

Kamaruddin,

Salleh,

Shafii

et al. 2024

IJEFI

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This study aims to explore the current Shariah governance practices, Shariah function practices and Shariah governance issues and challenges in Islamic co-operatives in Malaysia. For this, a physical town hall session with 64 representatives from 39 Islamic co-operatives was conducted for data collection. The empirical finding indicates that the Shariah Advisory Council (SAC) of the Malaysia Co-operative Societies Commission (SKM) was perceived to play similar roles like the Shariah Advisory Council (SAC) of the Bank Negara Malaysia (BNM) and the Securities Commission of Malaysia (SC). Besides, management of Islamic co-operatives in Malaysia also see the need to create a Shariah committee at the co-operative level as part of good Shariah governance practices. Moreover, although more than half of the respondents admit that their respective co-operatives are already implementing Shariah governance practices, the implementation of Shariah function such as Shariah review and Shariah audit is still at the initial stage, with more than half of Islamic co-operatives yet to implement this Shariah function. In addition, several issues and challenges have been identified in the implementation of Shariah governance in Islamic co-operatives. This study is expected to contribute to enhancing Shariah governance practices in Islamic co-operatives to ensure better Shariah compliance.

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Educational Vlogs: A Systematic Review

Cited by 6 publications

References 62 publications

The academic TikTok: Academics’ perceptions and uses of Microsoft Flip as a vlogging platform

The academic TikTok: Academics’ perceptions and uses of Microsoft Flip as a vlogging platform

How an e-Learning Course Was Created to Support Primary Teachers’ Facilitation of Student Reflective Practice through Educational Vlogging

Exploring Shariah Governance Practices in Islamic Co-Operatives in Malaysia

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