Lecturers’ perceptions and experience of integrating online videos in higher education
AbstractIntegrating different types of media to deliver course materials to students is increasingly ubiquitous in higher education. Among these computer and Internet-based innovations, digital educational video clips have become prominent due to their capabilities for enhancing learning and teaching, providing deeper thought processes, communication and interaction among users. Video learning has become a distinct virtual learning medium for capturing and presenting information across different modes and subjects. The present study examined the video-enhanced learning experience and perceptions of tertiary lecturers from two different discipline areas in a rural and tropical university in Australia. The paper also looked at their views and challenges in implementing or creating videos in their teaching. The findings revealed distinctive similarities and differences between two disciplines in the extent of video integration, technology literacy, and types of videos that they use.
Agazio, J., & Buckley, K. M. (2009). An untapped resource: Using YouTube in nursing education. Nurse Educator, 34(1), 23-28. doi: 10.1097/01.NNE.0000343403.13234.a2
Alon, I., & Herath, R. K. (2014). Teaching international business via social media projects. Journal of Teaching in International Business, 25(1), 44-59. doi: 10.1080/08975930.2013.847814
Ary, D., Jacobs, L. C., Sorensen, C., & Walker, D. A. (2014). Introduction to research in education (9th ed.). USA: Cengage Learning, Inc.
Barzilai-Nahona, K., & Mason, R. M. (2010). How executives perceive the net generation. 13(3), 396-418. doi: 10.1080/13691180903490578
Baškarada, S. (2013). Qualitative case study guidelines. Fishermans Bend, Victoria, Australia: Commonwealth of Australia
Brophy, J. (Ed.). (2008). Using video in teacher education (Vol. 10). UK: Emerald.
Brown, J., Bryan, J., & Brown, T. (2005). Twenty-first century literacy and technology in K-8 Classrooms. Innovative, 1(3).
Buzzetto-More, N. (2015). Student attitudes towards the integration of YouTube in online, hybrid, and web-assisted courses: An examination of the impact of course modality on perception. Journal of Online Learning and Teaching, 11(1), 55-n/a.
Coomes, M. D., & DeBard, R. (2004). A generational approach to understanding students. New Directions for Student Services, 2004(106), 5-16. doi: 10.1002/ss.121
Cramer, S. R. (2007). Update your classroom with learning objects and twenty-first-century skills. The Clearing House, 80(3), 126-132.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston; Sydney: Pearson.
Galan, M., Lawley, M., & Clements, M. (2015). Social media's use in postgraduate students' decision-making journey: An exploratory study. Journal of Marketing for Higher Education, 25(2), 287-312. doi: 10.1080/08841241.2015.1083512
Garrett, N. (2016). Mapping self-guided learners’ searches for video tutorials on YouTube. Journal of Educational Technology Systems, 44(3), 319-331. doi: 10.1177/0047239515615851
Greenhill, V. (2010). 21st century knowledge and skills in educator preparation: AACTE & P21.
Heigham, J., & Croker, R. A. (Eds.). (2009). Qualitative research in applied linguistics: A practical introduction. UK: Palgrave Macmillan.
Howe, N., & Strauss, W. (2007). The next 20 years: How customer and workforce attitudes will evolve. Harvard business review, 85(7-8), 41-52.
Ismail, L. (2010). What net generation students really want: Determining library help-seeking preferences of undergraduates. Reference Services Review, 38(1), 10-27. doi: 10.1108/00907321011020699
Jones, C., & Shao, B. (2011). The Net generation and digital natives: Implications for higher education. York: Higher Education Academy.
Junco, R., & Mastrodicasa, J. (2007). Connecting to the net generation: What higher education professionals need to know about today's students. USA: National Association of Student Personnel administrators (NASPA).
June, S., Yaacob, A., & Kheng, Y. K. (2014). Assessing the use of YouTube videos and interactive activities as a critical thinking stimulator for tertiary students: An action research. International Education Studies, 7(8), 56-67.
Jung, I., & Lee, Y. (2015). YouTube acceptance by university educators and students: a cross-cultural perspective. Innovations in Education and Teaching International, 52(3), 243-253. doi: 10.1080/14703297.2013.805986
Kennedy, G., Dalgarno, B., Bennett, S., Gray, K., Waycott, J., Judd, T., . . . Chang, R. (2009). Educating the net generation: A handbook of findings for practice and policy.
Klopfer, E., Osterweil, S., Groff, J., & Haas, J. (2009). Using the technology of today, in the classroom: The instructional power of digital games, social networking, simulations and how teachers can leverage them. The Education Arcade, 1-21.
Lai, K.-W., & Hong, K.-S. (2015). Technology use and learning characteristics of students in higher education: Do generational differences exist? British Journal of Educational Technology, 46(4), 725-738. doi: 10.1111/bjet.12161
Lancaster, L. C., & Stillman, D. (2002). When generations collide. New York: Harper Collins.
Logan, R. (2012). Using YouTube in perioperative nursing education. AORN Journal, 95(4), 474-481. doi: 10.1016/j.aorn.2012.01.023
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge, UK: Cambridge University Press.
Mayer, R. E. (2011). Instruction based on visualizations. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 427-445). New York and London: Routledge.
Maykut, P., & Morehouse, R. (2005). Beginning qualitative research: A philosophic and practical guide. London: The Falmer Press.
Miller, C. J. (2014). The use of novel camtasia videos to improve performance of at-risk students in undergraduate physiology courses. World Journal of Education, 4(1), 22-n/a.
Miller, M. (2010). Sams teach yourself YouTube in 10 Minutes. Indianapolis, USA: Pearson Education, Inc.
Oblinger, D. G. (2003). Boomers, Gen-Xers, and Millenials: Understanding the new students. EDCAUSE Review, 38(4), 36-40.
Oblinger, D. G., & Oblinger, J. L. (2005a). Is it age or IT: First steps toward understanding the Net generation. In D. G. Oblinger & J. L. Oblinger (Eds.), Educating the net generation (pp. 2.1-2.20). North Carolina, State University: Educause.
Oblinger, D. G., & Oblinger, J. L. (Eds.). (2005b). Educating the net generation: Educause.
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. doi: 10.1016/j.compedu.2016.01.007
Pletka, B. (2007). Educating the net generation: How to engage students in the 21st century. Santa Monica, CA: Santa Monica Press LLC.
Prensky, M. (2001). Digital natives, digital immigrants. NCB University Press, 9(5), 1-10.
Prensky, M. (2005). Digital natives, digital immigrants. Gifted, 135, 29-31.
Rabee, R., Najim, M., Sherwani, Y., Ahmed, M., Ashraf, M., Al-Jibury, O., . . . Ahmed, A. (2015). YouTube in medical education: A student's perspective. Medical Education Online, 20, 1-2. doi: 10.3402/meo.v20.29507
Ritchie, J., Lewis, J., Nicholls, C. M., & Ormston, R. (2013). Qualitative research practice: A guide for social science students and researchers. Los Angeles and London: Sage.
Ritzhaupt, A. D., Pastore, R., & Davis, R. (2015). Effects of captions and time-compressed video on learner performance and satisfaction. Computers in Human Behavior, 45, 222-227. doi: 10.1016/j.chb.2014.12.020
Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2010). Rewired: Understanding the iGeneration and the way they learn. New York, NY: Palgrave Macmillan.
Rotellar, C., & Cain, J. (2016). Research, perspectives, and recommendations on implementing the flipped classroom. American journal of pharmaceutical education, 80(2), 1-9. doi: 10.5688/ajpe80234
Seidman, I. (2013). Interviewing as qualitative research: A guide for researchers in education and social sciences (4th ed.). New York and London: Teachers College Press.
Sherer, P., & Shea, T. (2011). Using online video to support student learning and engagement. College Teaching, 59(2), 56-59.
Skiba, D., & Barton, A. (2006). Adapting your teaching to accommodate the net generation of learners. Online Journal of Issues in Nursing, 11(2), 5.
Smith, R. K. (2014). Segmenting the net-generation: Embracing the next level of technology. Research in Higher Education Journal, 23, 1-11.
Speak up Project Tomorrow. (2010). Learning in the 21st Century: 2010 Trends Update.
Szeto, E., & Cheng, A. Y.-n. (2014). Exploring the usage of ICT and YouTube for teaching: A study of pre-service teachers in Hong Kong. The Asia-Pacific Education Researcher, 23(1), 53-59. doi: 10.1007/s40299-013-0084-y
Szeto, E., Cheng, A. Y.-N., & Hong, J.-C. (2015). Learning with social media: How do preservice teachers integrate YouTube and social media in teaching? The Asia-Pacific Education Researcher, 25(1), 35-44. doi: 10.1007/s40299-015-0230-9
Tamim, R. M. (2013). Teachers’ use of YouTube in the United Arab Emirates: An exploratory study. Computers in the Schools, 30(4), 329-345. doi: 10.1080/07380569.2013.844641
Tapscott, D. (2009). Grown up digital: How the Net generation is changing your world. New York: McGraw-Hil.
Traphagan, T., Traphagan, J., Neavel Dickens, L., & Resta, P. (2012). Changes in college students' perceptions of use of web-based resources for academic tasks with Wikipedia projects: A preliminary exploration. Interactive Learning Environments, 22(3), 253-270. doi: 10.1080/10494820.2011.641685
Vie, S. (2008). Digital divide 2.0: “Generation M” and online social networking sites in the composition classroom. Computers and Composition, 25(1), 9-23. doi: 10.1016/j.compcom.2007.09.004
Worley, K. (2011). Educating college students of the Net generation. Adult Learning, 22, 31-39. doi: 10.1177/104515951102200305
Yee, R. C. S. (2015). Perceptions of online learning in an Australian university: Malaysian students' perspective-support for learning. International Journal of Information and Education Technology, 5(8), 587-592. doi: 10.7763/IJIET.2015.V5.573
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).