Integrating YouTube Videos in Online Teacher Education Courses

Riley, Jacqueline

doi:10.14434/jotlt.v6.n1.19526

Cited by 10 publications

(9 citation statements)

References 2 publications

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“…Besides, YouTube video has the potential to enhance the learning process not only by providing alternative means for students and learners to engage with their material but it is also able to strengthen the position of teachers by supporting the strength of their lesson structure and preparation (Berk, 2009). Since "YouTube.com" as a platform has been launched in February 2005, YouTube becomes an online video-sharing website, which is the most popular in the world and the most visited site on the internet (Riley, 2017). In response to digital education for digital natives, teachers can use YouTube video in learning science and classroom environment for two reasons: (1) it is a relatively simple method of providing audiovisual material into the classroom, and (2) it [115] gives teachers more possibilities to provide various learning styles (i.e.…”

Section: Assertion 1: Enhancing Learning Process or Cognitive Achievementmentioning

confidence: 99%

Teaching and Learning Science Using YouTube Videos and Discovery Learning in Primary School

Koto

2020

msd

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This research aims at comparing the changes in factual, conceptual, and procedural knowledge of heat transfer in learning science using YouTube videos accompanied by discovery learning among fifth graders. A pre-and post-test experimental design was conducted by two different groups. One of the groups was randomly assigned to conduct discovery learning and YouTube videos (n = 21) and the others were to conduct discovery learning and hands-on activities (n = 21). Students in the experimental group used YouTube videos to do the assignments, whereas those in the control group used hands-on activities. Before conducting the treatment, all the students carried out the pre-test. Pre-test analyses showed that there was no significant difference between the two groups in terms of factual, conceptual, and procedural knowledge of heat transfer. The post-test was conducted by students in two groups after completing four weeks throughout the fall semester of the 2018-2019 Academic Year. The research results revealed that both groups showed various effects on the acquisition of factual, conceptual, and procedural knowledge. Well-selected and related video material could enhance student knowledge related to the concept of heat transfer.

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Section: Assertion 1: Enhancing Learning Process or Cognitive Achievementmentioning

confidence: 99%

Teaching and Learning Science Using YouTube Videos and Discovery Learning in Primary School

Koto

2020

msd

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“…Video youtube dapat digunakan untuk menarik minat peserta didik, serta membantu menjelaskan sebuah konten. Namun, perlu diperhatikan dalam pemilihan secara kritis video youtube untuk memastikan kegunaannya (Riley, 2017). Selain itu Frongia et al ( 2016) menyatakan bahwasannya banyak video yang diunggah ke youtube dapat membantu dalam pelaksanaan pembelajaran, namun tetap perlu adanya proses filter video dengan kualitas pendidikan yang tepat.…”

Section: Gambar 1 Perbedaan Desain Instruksional Modul Konvensional D...unclassified

Pengembangan Modul Hypercontent untuk Mata Diklat Kode Etik dan Disiplin Pegawai BPK RI

Fauziah

Situmorang²,

Suprayekti³

2022

JPI LIVes

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This development research aims to produce a teaching material in the form of a hypercontent that can facilitate self-study for CPNS BPK RI on material for the code of ethics and discipline of BPK RI employees. The development model in this study refers to the Rowntree model. This model consists of three stages, namely planning, writing preparation, as well as writing and editing by involving material experts and media experts to review -based print modules hypercontent before being tested, and involving CPNS BPK RI as users. User testing is carried out in 3 stages, namely; one to one evaluation was carried out on 3 training participants with different levels of ability, the second stage was a small group trial which was tested on 9 students with different abilities. Finally, the field test was carried out by giving 15 multiple choice questions to the training participants as many as 22 people, the overall average value of the field test was 8.39 category good. Based print module hypercontent that can be used in the self-study process for CPNS BPK RI, especially the material for the code of ethics and discipline of BPK RI employees. Abstrak Penelitian pengembangan ini bertujuan untuk menghasilkan sebuah bahan ajar berupa modul cetak berbasis hypercontent yang dapat memfasilitasi belajar mandiri CPNS BPK RI pada materi kode etik dan disiplin pegawai BPK RI. Model pengembangan pada penelitian ini mengacu pada model Rowntree. Model ini terdiri dari tiga tahapan, yaitu perencanaan, persiapan penulisan, serta penulisan dan penyuntingan dengan melibatkan ahli materi dan ahli media untuk melakukan review modul cetak berbasis hypercontent sebelum diujicobakan, serta melibatkan CPNS BPK RI sebagai pengguna. Uji coba pengguna dilakukan dengan 3 tahap, yaitu; one to one evaluation dilakukan kepada 3 orang peserta diklat dengan tingkat kemampuan yang berbeda, tahap kedua uji coba small group yang diujicobakan kepada 9 peserta didik dengan kemampuan yang berbeda. Terakhir uji coba field test yang dilakukan dengan memberikan 15 soal pilihan ganda kepada peserta diklat sebanyak 22 orang, hasil nilai rata-rata keseluruhan dari field test sebesar 8.39 yang diartikan mendapatkan kategori baik. Hasil produk pengembangan ini adalah modul cetak berbasis hypercontent yang dapat dimanfaatkan pada proses belajar mandiri CPNS BPK RI khususnya materi kode etik dan disiplin pegawai BPK RI.

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“…Riley is a YouTuber with 31.2K subscribers, who ran Girl Talk, where she talks with other promoters and uses other clips. Her most popular video, "I lost all my friends in the culture war" was viewed 234K times (Riley 2020).…”

Section: Robyn Riley Canada Namentioning

confidence: 99%

Women in the Extreme and Radical Right: Forms of Participation and Their Implications

Campion

2020

Social Sciences

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The recent inclusion of male supremacy under the umbrella of right-wing extremism (RWE) can obscure the allure that the extreme and radical right holds for some women. This study examines women’s participation in the extreme and radical right to advance a novel conceptualization for engagement. Accordingly, six forms of participation are proposed, being violent actors, thinkers, facilitators, promoters, activists, and as gendered exemplars for others. This has implications for operations, ideology, and identity. First, women’s participation in violence has commonly been in conjunction with a group or a two-person dyad; it is rare that they operate as lone actors. Women also facilitate or sustain violent operations, through engaging in support activities that contribute to mission completion. Second, women create and promote radical right-wing ideology, challenge select discourses and magnify others to cultivate ideologically symbolic expressions of femininity. Third, such expressions contribute to extreme and radical belief systems, and provides select women with identity security and personal meaning. It is therefore possible to observe an ideological ecosystem spanning the extreme and radical right, in which women participate and interact.

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Integrating YouTube Videos in Online Teacher Education Courses

Cited by 10 publications

References 2 publications

Teaching and Learning Science Using YouTube Videos and Discovery Learning in Primary School

Teaching and Learning Science Using YouTube Videos and Discovery Learning in Primary School

Pengembangan Modul Hypercontent untuk Mata Diklat Kode Etik dan Disiplin Pegawai BPK RI

Women in the Extreme and Radical Right: Forms of Participation and Their Implications

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