The Potential of Youtube for Teaching and Learning in the Performing Arts

DeWitt, Dorothy; Alias, Norlidah; Siraj, Saedah; Yaakub, Mohd Yusaini; Ayob, Juhara; Ishak, Rosman

doi:10.1016/j.sbspro.2013.10.439

Cited by 112 publications

(86 citation statements)

References 9 publications

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“…Willmot et al (2011) proclaimed that utilization of video in learning, brought tremendous pedagogical benefits. The integration ICT and You Tube (a social media platform) strengthens students' centred learning (Dewitt et al, 2013) thus it enhances students' ability to communicate using the grammatic language convention. Wu et al (2002) studied the effectiveness of utilizing videos on the Internet and recommended several remedies and approaches that would be the best practise in teaching and learning process.…”

Section: Literature Reviewmentioning

confidence: 99%

Using YouTube as a Platform to Learn Social Expression

Raj¹,

Ann²,

Subramaniam³

et al. 2019

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Social expression is an essential English language skill that every child should possess. In order to have a good command of the language, a child should have mastered the rules of thumb in the social skill. However, ESL learners having many constraints in social conventions as they are not native speakers of English language. In the Malaysian context, 21st century learning skill which is communicative skill has been emphasised and given utmost importance (Pandian & Baboo, 2015). However, the social skills among the Malaysian students are at unsatisfactory level whereby the social convention has not been given top priority in Malaysian schools (Azman, 2012). This study is intended to unveil the effectiveness of using YouTube in teaching social expression. This innovation of incorporating ICT and social media platform (You-Tube) in teaching social expression could be an effective blended learning approach. This is because usage of YouTube, a prominent and familiar social media platform among pupils, could trigger pupils' responses in more conducive manner as it caters their multiple intelligences (Bakar, 2007). In this intervention, 60 Year five pupils from three national schools in Perak were selected as participants. 6 YouTube videos, covering all the four language skills (Listening, Speaking, Reading and Writing) based activities were conducted to explore the effectiveness of this platform features in learning social expression. Pre and post-test and questionnaires were used as data collection methods. The main findings showed that the numbers of correct questions in post-test results increased significantly, thus portrayed understanding of social expression. As a conclusion, visualisation through YouTube is an ideal tool which could sustain participants' interest and wanting to acquire the language more.

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Section: Literature Reviewmentioning

confidence: 99%

Using YouTube as a Platform to Learn Social Expression

Raj¹,

Ann²,

Subramaniam³

et al. 2019

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“…The students' understanding levels tend to increase through the processes of watching, hearing and producing in instructional context to reach 75%. This is higher than 40%, when the students only watch and hear, or 20% for hearing only (DeWitt et al, 2013). Liu, Liao, & Pratt (2009) confirm that the presentation of learning materials in the most media-rich format (audio, video, and text) is most likely to be accepted by users, as it "always generates higher level of PU (Perceived Usefulness) and concentration than text-audio-based or audio-video-based presentations."…”

Section: Introductionmentioning

confidence: 84%

Technology-Enabled Learning (TEL): YouTube as a Ubiquitous Learning Aid

Mady

Baadel

2020

J. Info. Know. Mgmt.

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The use of social networks such as Facebook, Twitter, and YouTube in the society has become ubiquitous. The advent of communication technologies alongside other unification trends and notions such as media convergence and digital content allow the users of the social network to integrate these networks in their everyday life. There have been several attempts in the literature to investigate and explain the use of social networks such as Facebook and WhatsApp by university students in the Arab region. However, little research has been done on how university students utilise online audiovisual materials in their academic activities in the UAE. This research aims to elucidate the use of YouTube as a learning aid for university students in the UAE. We adopt the technology acceptance model (TAM) as the theoretical framework for this investigation. A quantitative methodology is employed to answer the research question. Primary data consisting of 221 correspondents were analysed, covering patterns of using YouTube as an academic audiovisual learning aid. Statistical techniques including descriptive, correlations, regression tests were used to analyse the data. The study concluded that students use YouTube as a learning tool for their academic studies and enriching their general knowledge; and there is a positive relationship between the use of YouTube videos in academic settings and the students’ overall performance. This study can shed light for teachers, curriculum designers, government entities, and other stakeholders on how to best utilise and integrate the online technology — YouTube — as a learning aid.

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“…Using YouTube as a tool for teaching knowledge in the field of dance is useful and interactive [13]. However, studies related to the use of YouTube in education have focused mainly on academic achievement, with very few conducted in the instruction of the performing arts [16], or investigating student perceptions and usage of YouTube [17]. Although the study of social media acceptance and adoption is not a new research topic, the analysis of the educational and information systems (IS) theories/models that are used to examine social media acceptance and adoption is considered an important research direction [18].…”

Section: B Youtube and Dance Learningmentioning

confidence: 99%

Acceptance of YouTube Applied to Dance Learning

Hong¹,

Chen

2020

IJIET

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The application of social media in education, including the learning of artistic performance, is becoming increasingly popular. The research on the acceptance of artistic performance through social media is accumulating. Therefore, this study employs an integrated approach based on the technology acceptance model (TAM) to examine dance learners experiencing YouTube by combining design features and factors to explore the acceptance. A survey from the online dance learning fellowship was distributed to recruit YouTube users. Confirmatory factor analysis was adopted to confirm reliability and validity, and a structural equation modeling test by VisualPLS with maximum likelihood estimation was performed to identify the relationships among the constructs. The results suggest that attitudes toward learning dance positively contribute to both perceived usefulness and ease of use of YouTube. Also, both of the factors are important in terms of enhancing YouTube users' attitudes. Furthermore, positive relationships exist between YouTube users' attitudes toward using and intention to use. This study contributes to the extant literature by identifying the decisive impact of the acceptance of YouTube applied to dance learning, and a new perspective extending the TAM by measuring YouTube users' experience of intention to use is provided as a reference for further studies.

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The Potential of Youtube for Teaching and Learning in the Performing Arts

Cited by 112 publications

References 9 publications

Using YouTube as a Platform to Learn Social Expression

Using YouTube as a Platform to Learn Social Expression

Technology-Enabled Learning (TEL): YouTube as a Ubiquitous Learning Aid

Acceptance of YouTube Applied to Dance Learning

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