How Are Our Undergraduates Using YouTube? A Survey on Music Students’ Use of YouTube and the Library's Multimedia Collection

Lai, Katie

doi:10.1080/10588167.2013.843361

Cited by 20 publications

(8 citation statements)

References 8 publications

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“…Several authors used qualitative approaches based on questionnaires and surveys. In [107], for example, the authors surveyed students about the preferred source of videos, YouTube, or the library's multimedia collection, and whether their choice depends on the tasks to be performed. Classroom observations and interviews were also considered sometimes using focus groups.…”

Section: A Methods Used In the Research On Youtube's Strategies And B...mentioning

confidence: 99%

YouTube and Education: A Scoping Review

Shoufan

Mohamed

2022

IEEE Access

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YouTube has evolved to a global platform for formal and informal education. In contrast to traditional sources of learning multimedia, YouTube is a social platform with numerous characteristics that make its real value for education not obvious. We neither know how reliable the learning content on YouTube is, what best-practice strategies for using this platform in education are nor how watching YouTube affects students' performance and behavior. To shed light on these questions, we conducted a scoping review of the literature on YouTube and education. A total of 647 publications were included and analyzed thematically. Four research themes could be identified: (1) Content creation and assessment (2) User attitudes and acceptance (3) Usage strategies and behaviors (4) Impact on student learning. The findings of the respective studies were analyzed and compiled theme by theme. The main results of this review are: (1) There is an increasing concern about content quality on YouTube. (2) Despite versatile production and usage strategies, no relationships were established between such strategies and learning.(3) Most studies on the impact of YouTube on student learning reported positive results in the form of enhanced skills, competencies, interest, motivation, engagement levels, or test performance. We conclude that YouTube is a rich, free, easy-to-use, and enjoyable source of learning content. However, the challenges and risks associated with this platform suggest that it is best suitable for guided learning where teachers make or select the content and include it in a well-defined, pedagogy-driven learning context.

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Section: A Methods Used In the Research On Youtube's Strategies And B...mentioning

confidence: 99%

YouTube and Education: A Scoping Review

Shoufan

Mohamed

2022

IEEE Access

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“…YouTube is used in a variety of academic courses (Hrastinski & Aghaee, 2011). It is frequently students’ first destination when looking for information (Head & Eisenberg, 2010; Lai, 2013). Unlike most class learning resources created by publishers, YouTube’s advertising-supported business model means that informal learners can freely find and view videos.…”

Section: Youtubementioning

confidence: 99%

Mapping Self-Guided Learners’ Searches for Video Tutorials on YouTube

Garrett

2016

Journal of Educational Technology Systems

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While YouTube has a wealth of educational videos, how self-guided learners use these resources has not been fully described. An analysis of search engine queries for help with the use of Microsoft Excel shows that few users search for specific features or functions but instead use very general terms. Because the same videos are returned in response to different search terms, they may represent a relationship between two searches and can be used to create relationship maps. As a result, YouTube videos could be used to create maps for a range of topic, which may be useful for novice users. Overall, content for informal learners should align with user search strategies.

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“…Music educators can record and upload video lessons online, making them instantly available to millions of potential viewers (Fralinger & Owens, 2009). On the other hand, students can turn to YouTube as a space for self-directed learning, on their own time, at their own pace, and according to their own learning styles and cultures (Lai, 2013;Trier, 2007aTrier, , 2007b. In this regard, learners can benefit from YouTube by accessing content that would otherwise be unavailable to them because of geographic, logistic, or economic reasons, such as the availability of music education in a given area, the commute to/from a music education site, or the cost of music lessons or academic tuition (Crawford, 2016;Waldron, 2013).…”

Section: Introductionmentioning

confidence: 99%

“What’s So Awesome with YouTube”: Learning Music with Social Media Celebrities

Marone

Rodriguez

2019

ONLINE J COMMUN MEDI

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The widespread popularity of video-centered social media like YouTube, Vimeo, and DailyMotion is fostering new ways of teaching and learning music online. These media allow producers of educational content to reach, interact with, and respond to a global audience of interested viewers. Through a multimodal analysis approach, this study examined guitar-related lessons, tutorials, and reviews created and shared by artists and enthusiasts who reached a "celebrity" status on YouTube. Findings show that these teachers-celebrities construct their online presence and communicate with their audience through authenticity, approachability, and humor, in short-format and high-quality videos. The seamless integration of instructional content, branding, and references to the authors' personal lives and worldviews generates a unique teaching and learning environment that challenges traditional understandings of music education.

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How Are Our Undergraduates Using YouTube? A Survey on Music Students’ Use of YouTube and the Library's Multimedia Collection

Cited by 20 publications

References 8 publications

YouTube and Education: A Scoping Review

YouTube and Education: A Scoping Review

Mapping Self-Guided Learners’ Searches for Video Tutorials on YouTube

“What’s So Awesome with YouTube”: Learning Music with Social Media Celebrities

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