Opportunities and Obstacles of Using Vlog in the Change of Learning Environment in Higher Education

Abstract

Purpose: The aim of this study is to understand the opportunities and barriers that the use of Vlog, one of the Web 2.0 based applications, offers for the change of learning environment in physical education and sports teaching undergraduate education. Method: Qualitative research approach and case study design were used in the study in order to understand the thoughts of undergraduate students about the vlog process in more detail. Twenty-four (Male: 12, Female: 12) students, who studied at the Department of Physical Education and Sports Teaching and took the Instructional Technologies and Material Design course, participated in the study. The research data were collected by focus group interviews, vlog recordings and field notes. Focus group interviews, which were conducted as the primary data source, took place in 2 stages. In the research, shared vlogs were also used to support the primary data source. Expanded notes were kept by watching vlogs shared via the virtual classroom. Content analysis method was used in the analysis of the data. After all data collected through individual interviews and field notes were transferred to the PC, they were read and some notes were taken. Afterwards, the process of labeling through open coding and finding the themes that reveal the unifying ideas were carried out by the researchers. Results and Conclusion: The findings of the research are presented under a total of five themes in the "opportunities" and "obstacles" categories, which include the reflections of vlogging on the course process. It was concluded that the vlog offered opportunities to help education in terms of diversifying communication and interaction, increasing the interest in the lesson and supporting the learning process. At the point of obstacles, it was concluded that personal and contextual obstacles such as not using technology sufficiently, not being able to find time and being embarrassed may be experienced.

Keywords

• web 2.0
• vlog
• physical education
• teacher education

Yükseköğretimde Öğrenme Çevresinin Değişiminde Vlog Kullanımının Fırsat ve Engelleri

Abstract

Amaç: Bu araştırmanın amacı Web 2.0 temelli uygulamalardan birisi olan Vlog kullanımının beden eğitimi ve spor öğretmenliği lisans eğitiminde öğrenme çevresinin değişimi için sunduğu fırsat ve engelleri anlamaktır. Yöntem: Lisans öğrencilerinin vlog süreçlerine ilişkin düşüncelerini daha ayrıntılı anlayabilmek amacıyla araştırmada nitel araştırma yaklaşımı ve durum çalışması deseni kullanılmıştır. Araştırmaya Beden Eğitimi ve Spor Öğretmenliği bölümü 3. sınıfta okuyan ve Öğretim Teknolojileri ve Materyal Tasarımı dersini alan 24 (Erkek: 12, Kadın:12) öğrenci katılmıştır. Araştırmanın verileri; odak grup görüşmeleri, vlog kayıtları ve alan notları ile toplanmıştır. Birincil veri kaynağı olarak gerçekleştirilen odak grup görüşmeleri 2 aşamada gerçekleşmiştir. Araştırmada birincil veri kaynağını desteklemek için aynı zamanda paylaşılan vloglar kullanılmıştır. Sanal sınıf aracılığıyla paylaşılan vloglar izlenerek genişletilmiş notlar tutulmuştur. Verilerin analizinde içerik analiz yöntemi kullanılmıştır. Bireysel görüşmeler ve alan notları yoluyla toplanan tüm veriler bilgisayar ortamına aktarıldıktan sonra öncelikle okunmuş ve bazı notlar alınmıştır. Sonrasında araştırmacılar tarafından açık kodlama yoluyla her bir verinin anlamını yakalayacak şekilde etiketleme ve birleştirici fikirleri ortaya koyan temaları bulma işlemleri yapılmıştır. Bulgular ve Sonuç: Araştırmanın bulguları vlog uygulamasının ders sürecine yansımalarını içeren “fırsatlar” ve “engeller” kategorilerinde toplam beş tema altında sunulmuştur. İletişim ve etkileşimi çeşitlendirme, derse ilgiyi artırma ve öğrenme sürecini destekleme noktasında vlogun eğitime yardımcı fırsatlar sunduğu sonucuna ulaşılmıştır. Engeller noktasında ise, teknolojiyi yeterince kullanamama, zaman bulamama ve çekinme gibi kişisel ve bağlamsal engellerin yaşanabileceği sonucuna ulaşılmıştır. Sonuç: Elit düzeydeki halter ve güreş sporcularında el kavrama kuvvetleri arasında istatistiksel olarak anlamlı bir farkın olmadığı görülmüştür. Kolerasyon analizi sonucunda ise halter sporcularında vücut ağırlığı ve BMI parametrelerinin hem dominant hem de nondominant el kavrama kuvvetine etki ettiği gözlemlenmiştir.

Keywords

• web 2.0
• vlog
• beden eğitimi
• öğretmen eğitimi
• teknoloji

References

1. Akar, H. (2017). Durum Çalışması. In A. Saban & A. Ersoy (Eds.), Eğitimde nitel araştırma desenleri (pp. 139-176). Ankara: Anı Yayıncılık.
2. Alexander, B., & Levine, A. (2008). Web 2.0 storytelling: Emergence of a new genre. EDUCAUSE review, 43(6), 40-56.
3. Banister, S., & Dodi, H. (2005). Digital Data in Qualitative Research: Strengthening the Visibility and Credibility of Portraiture. Journal of the Research Center for Educational Technology.
4. Baran, B., & Ata, F. (2013). Üniversite öğrencilerinin web 2.0 teknolojileri kullanma durumları, beceri düzeyleri ve eğitsel olarak faydalanma durumları. Eğitim ve Bilim, 38(169).
5. Barry, D. S., Marzouk, F., Chulak‐Oglu, K., Bennett, D., Tierney, P., & O'Keeffe, G. W. (2016). Anatomy education for the YouTube generation. Anatomical sciences education, 9(1), 90-96.
6. Bower, M., Cavanagh, M., Moloney, R., & Dao, M. (2011). Developing communication competence using an online video reflection system: Pre-service teachers' experiences. Asia-Pacific Journal of Teacher Education, 39(4), 311-326.
7. Cakir, H. (2013). Use of blogs in pre-service teacher education to improve student engagement. Computers & education, 68, 244-252.
8. Chintalapati, N., & Daruri, V. S. K. (2017). Examining the use of YouTube as a Learning Resource in higher education: Scale development and validation of TAM model. Telematics and Informatics, 34(6), 853-860.

9. Consortium, N. M. (2007). The horizon report. Retrieved from https://library.educause.edu/-/media/files/library/2007/1/csd4781-pdf.pdf
10. Dabbagh, N., Fake, H., & Zhang, Z. (2019). Student Perspectives of Technology use for Learning in Higher Education. RIED. Revista Iberoamericana de Educación a Distancia, 22(1), 127-152.
11. den Exter, K., Rowe, S., Boyd, W., & Lloyd, D. (2012). Using Web 2.0 technologies for collaborative learning in distance education—Case studies from an Australian university. Future Internet, 4(1), 216-237.
12. Deng, L., & Yuen, A. H. (2011). Towards a framework for educational affordances of blogs. Computers & education, 56(2), 441-451.
13. Dogruer, N., Eyyam, R., & Menevis, I. (2011). The use of the internet for educational purposes. Procedia-Social and Behavioral Sciences, 28, 606-611.
14. Dyment, J. E., & O’Connell, T. S. (2014). When the ink runs dry: Implications for theory and practice when educators stop keeping reflective journals. Innovative Higher Education, 39(5), 417-429.
15. Educause. (2019). Horizon Report: 2019 Higher Education Edition. Retrieved from https://library.educause.edu/-/media/files/library/2019/2/2019horizonreportpreview
16. Efe, H. A. (2014). ORTAÖĞRETİM FEN VE MATEMATİK ALANLARI ÖĞRETMEN ADAYLARININ WEB 2.0 KULLANIM SIKLIKLARI. Electronic Journal of Education Sciences, 3(5), 31-42.
17. Faizi, R. (2018). Moroccan higher education students' and teachers' perceptions towards using Web 2.0 technologies in language learning and teaching. Knowledge Management & E-Learning-an International Journal, 10(1), 86-96. Retrieved from ://WOS:000428215700005
18. Fidan, M., & Debbağ, M. (2018). The Usage of Video Blog (vlog) in the “School Experience” Course: The Opinions of the Pre-service Teachers. Journal of Education and Future(13), 161-177.
19. Fırat, E. A., & Köksal, M. S. (2017). The relationship between use of Web 2.0 tools by prospective science teachers and their biotechnology literacy. Computers in Human Behavior, 70, 44-50.
20. Graham, M. (2014). Social media as a tool for increased student participation and engagement outside the classroom in higher education. Journal of Perspectives in Applied Academic Practice, 2(3), 16-24.
21. Hootsuit, W. a. s. a. (2019). Digital in Turkey. Retrieved from https://dijilopedi.com/2019-turkiye-internet-kullanim-ve-sosyal-medya-istatistikleri/
22. Hsu, Y.-C., Ching, Y.-H., & Grabowski, B. L. (2014). Web 2.0 applications and practices for learning through collaboration. In Handbook of research on educational communications and technology (pp. 747-758): Springer.
23. Huang, H.-T. D., & Hung, S.-T. A. (2013). Exploring the utility of a video-based online EFL discussion forum. British Journal of Educational Technology, 44(3).
24. Huang, W. H. D., Hood, D. W., & Yoo, S. J. (2013). Gender divide and acceptance of collaborative Web 2.0 applications for learning in higher education. Internet and Higher Education, 16, 57-65. doi:10.1016/j.iheduc.2012.02.001
25. Hung, S. T. (2011). Pedagogical applications of Vlogs: An investigation into ESP learners' perceptions. British Journal of Educational Technology, 42(5), 736-746.
26. Karasavvidis, I. (2010). Wiki uses in higher education: Exploring barriers to successful implementation. Interactive Learning Environments, 18(3), 219-231.
27. Karvounidis, T., Chimos, K., Bersimis, S., & Douligeris, C. (2018). Factors, issues and interdependencies in the incorporation of a Web 2.0 based learning environment in higher education. Education and Information Technologies, 23(2), 935-955.
28. Kompen, R. T., Edirisingha, P., Canaleta, X., Alsina, M., & Monguet, J. M. (2019). Personal learning Environments based on Web 2.0 services in higher education. Telematics and Informatics, 38, 194-206.
29. Kovalchuk, O., & Krasnokutska, I. (2017). Using blogs in teaching English to philology students. Advanced Education, 7, 146-153. doi:10.20535/2410-8286.97295
30. Kuzu, A. (2007). Views of preservice teachers on blog use for instruction and social interaction. Turkish Online Journal of Distance Education, 8(3), 34-51.
31. Liu, M. H. (2016). Blending a class video blog to optimize student learning, outcomes in higher education. Internet and Higher Education, 30, 44-53. doi:10.1016/j.iheduc.2016.03.001
32. Lune, H., & Berg, B. L. (2016). Qualitative research methods for the social sciences (9th ed.): Pearson Higher Ed.
33. Manca, S., & Ranieri, M. (2016). Facebook and the others. Potentials and obstacles of social media for teaching in higher education. Computers & Education, 95, 216-230.
34. Munoz, C., & Towner, T. (2009). Opening Facebook: How to use Facebook in the college classroom. Paper presented at the Society for information technology & teacher education international conference.
35. Neier, S., & Zayer, L. T. (2015). Students’ perceptions and experiences of social media in higher education. Journal of Marketing Education, 37(3), 133-143.
36. Nugultham, K. (2012). Using Web 2.0 for Innovation and Information Technology in Education Course. 4th World Conference on Educational Sciences (Wces-2012), 46, 4607-4610. doi:10.1016/j.sbspro.2012.06.305
37. Orús, C., Barlés, M. J., Belanche, D., Casaló, L., Fraj, E., & Gurrea, R. (2016). The effects of learner-generated videos for YouTube on learning outcomes and satisfaction. Computers & Education, 95, 254-269.
38. Păuleţ-Crăiniceanu, L. (2014). Integrating the web 2.0 Technologies in Romanian Public Universities. Towards a blended learning model that addresses troubled student-faculty interaction. Procedia-Social and Behavioral Sciences, 142, 793-799.
39. Rinaldo, S. B., Laverie, D. A., Tapp, S., & Humphrey Jr, W. F. (2013). The Benefits of Social Media in Marketing Education: Evaluating Twitter as a Form of Cognitive Flexibility Hypertext. Journal for Advancement of Marketing Education, 21(1).
40. Savin-Baden, M., & Major, C.-H. (2013). Qualititaive Research: The Essential Guide to Theory and Practice. Qualitative Research: The Essential Guide to Theory and Practice Routledge, 10, 11.
41. Shen, C.-Y., & Wu, C.-H. (2011). An exploration of students’ participation, learning process, and learning outcomes in Web 2.0 computer supported collaborative learning. International Journal of Online Pedagogy and Course Design (IJOPCD), 1(2), 60-72.
42. Sobaih, A. E. E., Moustafa, M. A., Ghandforoush, P., & Khan, M. (2016). To use or not to use? Social media in higher education in developing countries. Computers in Human Behavior, 58, 296-305.
43. Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools: ISTE (Interntl Soc Tech Educ.
44. Stonehouse, P., Keengwe, J., & Shabb, C. (2012). Using blogs as a technology tool to promote teaching goals in education. International Journal of Information and Communication Technology Education (IJICTE), 8(1), 44-52.
45. Sun, Y.-C. (2009). Voice blog: An exploratory study of language learning. Language Learning & Technology, 13(2), 88-103.
46. Tess, P. A. (2013). The role of social media in higher education classes (real and virtual) - A literature review. Computers in Human Behavior, 29(5), A60-A68. doi:10.1016/j.chb.2012.12.032
47. Veletsianos, G. (2012). Higher education scholars' participation and practices on Twitter. Journal of Computer Assisted Learning, 28(4), 336-349.
48. Virkus, S. (2008). Use of Web 2.0 technologies in LIS education: experiences at Tallinn University, Estonia. Program, 42(3), 262-274.
49. Yin, R. (2014). Case Study Research Design and Methods. In: Thousand Oaks, CA: Sage.
50. Yücel, Ü. A. (2017). Perceptions of pedagogical formation students about Web 2.0 tools and educational practices. Education and Information Technologies, 22(4), 1571-1585.
51. Zheng, B., Niiya, M., & Warschauer, M. (2015). Wikis and collaborative learning in higher education. Technology, Pedagogy and Education, 24(3), 357-374.