Araştırma Makalesi
BibTex RIS Kaynak Göster

Student views on the use of YouTube as a learning environment

Yıl 2023, , 356 - 375, 31.01.2023
https://doi.org/10.51948/auad.1193826

Öz

YouTube, an online video sharing and social media platform, can be considered an informal learning environment as it hosts educational videos as well as various entertainment videos. In this study, it is aimed to determine the views of the students enrolled in the distance education program about the use of YouTube as a learning environment. The phenomenology model, one of the qualitative research designs, was used in the study. An online questionnaire was used as a data collection tool in the study. A total of 117 students participated in the study. Descriptive analysis method was used in the analysis of the collected data. As a result of the analysis, the students stated that they gained both theoretical and practical knowledge and skills on YouTube and that they could find solutions to the problems they encountered in daily life. The negative experiences of the students about YouTube are; The low quality of the videos watched, the advertisements appearing during the video watching, the content producer moving away from the context while explaining the subject, the long duration of the narration video in the lectures. When the results of the study are examined, it can be said that the students are generally satisfied with their experiences on YouTube.

Kaynakça

  • Abu-Taieh, E., AlHadid, I., Masa’deh, R., Alkhawaldeh, R. S., Khwaldeh, S. ve Alrowwad, A. (2022). Factors Influencing YouTube as a Learning Tool and Its Influence on Academic Achievement in a Bilingual Environment Using Extended Information Adoption Model (IAM) with ML Prediction-Jordan Case Study. Applied Sciences, 12(12), 5856.
  • Alwehaibi, H. O. (2015). The impact of using Youtube in EFL classroom on enhancing EFL students' content learning. Journal of College Teaching & Learning (TLC), 12(2), 121-126.
  • Buzzetto-More, N. A. (2014). An examination of undergraduate student’s perceptions and predilections of the use of YouTube in the teaching and learning process. Interdisciplinary Journal of E-Learning and Learning Objects, 10, 17-32.
  • Cihangir, H. H. ve Çoklar, A. N. (2021). Using youtube as an education environment: examining follower views. International Technology and Education Journal, 5(1), 50-60.
  • Dupuis, J., Coutu, J. ve Laneuville, O. (2013). Application of linear mixed-effect models for the analysis of exam scores: Online video associated with higher scores for undergraduate students with lower grades. Computers & Education, 66, 64-73.
  • Fitri, L. (2022). The use of youtube to teach intercultural communication. Jurnal Ilmiah Spectral, 8(2), 071-078.
  • Hasamnis, A. A. ve Patil, S. S. (2019). YouTube as a tool for health education. Journal of Education and Health Promotion, 8.
  • Khalid, A. ve Muhammad, K. (2012). The use of YouTube in teaching English literature: the case of Al-Majma'ah Community College, Al-Majma'ah University (case study). International Journal of Linguistics, 4(4), 525-551.
  • Mady, M. A. ve Baadel, S. (2020). Technology-Enabled Learning (TEL): YouTube as a ubiquitous learning aid. Journal of Information & Knowledge Management, 19(01).
  • Maziriri, E. T., Gapa, P. ve Chuchu, T. (2020). Student Perceptions towards the Use of YouTube as an Educational Tool for Learning and Tutorials. International Journal of Instruction, 13(2), 119-138.
  • Miles, M. B. ve Huberman, A. M. (1994). Qualitative data analysis. London: Sage Publication.
  • Moghavvemi, S., Sulaiman, A., Jaafar, N. I. ve Kasem, N. (2018). Social media as a complementary learning tool for teaching and learning: The case of youtube. The nternational Journal of Management Education, 16(1), 37-42.
  • Okulmuş, E. ve Topuz, A. C. (2022). Video platformlarının kullanılabilirliklerinin değerlendirilmesi: Youtube ve Dailymotion. Karadeniz Uluslararası Bilimsel Dergi, 1(54), 13-34.
  • Orús, C., Barlés, M. J., Belanche, D., Casaló, L., Fraj, E. ve Gurrea, R. (2016). The effects of learner-generated videos for YouTube on learning outcomes and satisfaction. Computers & Education, 95, 254-269.
  • Sari, Y. N. ve Margana, M. (2019). Youtube is a learning medium to improve the student's speaking ability in the 21st century. JELTL (Journal of English Language Teaching and Linguistics), 4(12), 263-273.
  • Songur, M. S. ve Çıtırık, M. (2022). Youtube’da Epiretinal Membran Cerrahisi. Van Tıp Dergisi, 29(3), 327-331.
  • Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınevi.
  • Torres-Ramírez, M., García-Domingo, B., Aguilera, J. ve De La Casa, J. (2014). Video-sharing educational tool applied to the teaching in renewable energy subjects. Computers & Education, 73, 160-177.
  • Tosun H. ve Tosun A. (2022). Kan basıncı ölçümü İçin bir bilgi kaynağı: Youtube analizi. Turkish Journal of Cardiovascular Nursing, 13(30), 28-35.
  • Tugrul, T. O. (2012). Student perceptions of an educational technology tool: Video recordings of project presentations. Procedia-Social and Behavioral Sciences, 64, 133-140.

Öğrenme ortamı olarak YouTube’un kullanılmasına ilişkin öğrenci görüşleri

Yıl 2023, , 356 - 375, 31.01.2023
https://doi.org/10.51948/auad.1193826

Öz

Çevrim içi video paylaşım ve sosyal medya platformu olan YouTube ile çeşitli eğlence videolarının yanı sıra eğitim videolarını da barındırması nedeniyle resmî olmayan bir öğrenme ortamı olarak düşünülebilir. Bu çalışmada, uzaktan eğitim programına kayıtlı öğrencilerin YouTube’un bir öğrenme ortamı olarak kullanılmasına ilişkin görüşlerinin belirlenmesi amaçlanmıştır. Çalışmada nitel araştırma desenlerinden olgubilim modeli kullanılmıştır. Çalışmada veri toplama aracı olarak çevrim içi soru formu kullanılmıştır. Çalışmaya toplam 117 öğrenci katılım göstermiştir. Toplanan verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Analiz sonucunda, öğrenciler YouTube’da hem teorik hem de pratik açıdan bilgi ve beceriler elde ettiklerini, gündelik hayatta karşılaştıkları problemlere ilişkin çözümler bulabildiklerini ifade etmişlerdir. Öğrencilerin YouTube hakkındaki olumsuz deneyimleri ise; izlenen videoların görüntü kalitesinin düşüklüğü, video izleme esnasında çıkan reklamlar, içerik üreticisinin konuyu anlatırken bağlamdan uzaklaşması, konu anlatımlarında video sürelerinin uzun tutulması gibi konular şeklinde olmuştur. Çalışmanın sonuçları incelendiğinde öğrencilerin genel anlamda YouTube’da edindikleri deneyimlerden memnun kaldıkları söylenebilir.

Kaynakça

  • Abu-Taieh, E., AlHadid, I., Masa’deh, R., Alkhawaldeh, R. S., Khwaldeh, S. ve Alrowwad, A. (2022). Factors Influencing YouTube as a Learning Tool and Its Influence on Academic Achievement in a Bilingual Environment Using Extended Information Adoption Model (IAM) with ML Prediction-Jordan Case Study. Applied Sciences, 12(12), 5856.
  • Alwehaibi, H. O. (2015). The impact of using Youtube in EFL classroom on enhancing EFL students' content learning. Journal of College Teaching & Learning (TLC), 12(2), 121-126.
  • Buzzetto-More, N. A. (2014). An examination of undergraduate student’s perceptions and predilections of the use of YouTube in the teaching and learning process. Interdisciplinary Journal of E-Learning and Learning Objects, 10, 17-32.
  • Cihangir, H. H. ve Çoklar, A. N. (2021). Using youtube as an education environment: examining follower views. International Technology and Education Journal, 5(1), 50-60.
  • Dupuis, J., Coutu, J. ve Laneuville, O. (2013). Application of linear mixed-effect models for the analysis of exam scores: Online video associated with higher scores for undergraduate students with lower grades. Computers & Education, 66, 64-73.
  • Fitri, L. (2022). The use of youtube to teach intercultural communication. Jurnal Ilmiah Spectral, 8(2), 071-078.
  • Hasamnis, A. A. ve Patil, S. S. (2019). YouTube as a tool for health education. Journal of Education and Health Promotion, 8.
  • Khalid, A. ve Muhammad, K. (2012). The use of YouTube in teaching English literature: the case of Al-Majma'ah Community College, Al-Majma'ah University (case study). International Journal of Linguistics, 4(4), 525-551.
  • Mady, M. A. ve Baadel, S. (2020). Technology-Enabled Learning (TEL): YouTube as a ubiquitous learning aid. Journal of Information & Knowledge Management, 19(01).
  • Maziriri, E. T., Gapa, P. ve Chuchu, T. (2020). Student Perceptions towards the Use of YouTube as an Educational Tool for Learning and Tutorials. International Journal of Instruction, 13(2), 119-138.
  • Miles, M. B. ve Huberman, A. M. (1994). Qualitative data analysis. London: Sage Publication.
  • Moghavvemi, S., Sulaiman, A., Jaafar, N. I. ve Kasem, N. (2018). Social media as a complementary learning tool for teaching and learning: The case of youtube. The nternational Journal of Management Education, 16(1), 37-42.
  • Okulmuş, E. ve Topuz, A. C. (2022). Video platformlarının kullanılabilirliklerinin değerlendirilmesi: Youtube ve Dailymotion. Karadeniz Uluslararası Bilimsel Dergi, 1(54), 13-34.
  • Orús, C., Barlés, M. J., Belanche, D., Casaló, L., Fraj, E. ve Gurrea, R. (2016). The effects of learner-generated videos for YouTube on learning outcomes and satisfaction. Computers & Education, 95, 254-269.
  • Sari, Y. N. ve Margana, M. (2019). Youtube is a learning medium to improve the student's speaking ability in the 21st century. JELTL (Journal of English Language Teaching and Linguistics), 4(12), 263-273.
  • Songur, M. S. ve Çıtırık, M. (2022). Youtube’da Epiretinal Membran Cerrahisi. Van Tıp Dergisi, 29(3), 327-331.
  • Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınevi.
  • Torres-Ramírez, M., García-Domingo, B., Aguilera, J. ve De La Casa, J. (2014). Video-sharing educational tool applied to the teaching in renewable energy subjects. Computers & Education, 73, 160-177.
  • Tosun H. ve Tosun A. (2022). Kan basıncı ölçümü İçin bir bilgi kaynağı: Youtube analizi. Turkish Journal of Cardiovascular Nursing, 13(30), 28-35.
  • Tugrul, T. O. (2012). Student perceptions of an educational technology tool: Video recordings of project presentations. Procedia-Social and Behavioral Sciences, 64, 133-140.
Toplam 20 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Emine Aruğaslan 0000-0002-8153-9117

Hanife Çivril 0000-0003-2925-3688

Yayımlanma Tarihi 31 Ocak 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Aruğaslan, E., & Çivril, H. (2023). Öğrenme ortamı olarak YouTube’un kullanılmasına ilişkin öğrenci görüşleri. Açıköğretim Uygulamaları Ve Araştırmaları Dergisi, 9(1), 356-375. https://doi.org/10.51948/auad.1193826