YouTube as Teaching Tool
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Liberty University Online Academy *
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816
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Communications
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Nov 24, 2024
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docx
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YouTube as an Important Learning Tool for High School Students
The use of YouTube in mainstream educational platforms has emerged as a significant
technological innovation with positive implications for learning outcomes. Reports suggest that
YouTube meets a variety of learning needs within the internet generation that have caused more
teachers to adopt its usage in the classroom (Aldenny et al., 457). Young learners aged between
12 to 17 years show increased interest in learning when the process is executed using YouTube
videos. Teachers have also embraced the use of instructional videos in classrooms to display
risky phenomena, share declarative knowledge, encourage student autonomy, and increase
classroom engagements (Fyfield, 193). As such, YouTube is a vital educational resource with
fundamental impacts on learning outcomes for students and teachers as it provides a wealth of
information on different topics that increase its usage as a learning tool.
High school students are more likely to use YouTube as an educational resource because
they perceive it to contain inherent instructional affordance. According to Bardakci (262),
performance expectancy, effort expectancy, social influences, and facilitating conditions are core
determinants of YouTube usage among high school students. In this study, performance
expectancy is defined as “the degree to which an individual believes that using the system
will help him or her to attain gains in job performance” (Bardakci, 263). Therefore, since
students perceive YouTube to contain potential benefits on their academic performance, they are
more likely to use it as an educational resource.
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On the next determinant, Bardakci (263) explains that effort expectancy is also a
significant influencer on YouTube usage among high school students. In this aspect, effort
expectancy is defined as “the degree of ease associated with the use of the system” (Bardakci,
263). Since most high school students have a positive attitude towards YouTube usage in the
classroom, they are termed as the digital generation. Aldenny et al. (457), hold that students from
the digital generation considered learning content using instructional videos easier as compared
to previous learning models with heavy reading loads. Thus, YouTube was associated with a
degree of ease that made it appealing to high school students as an educational resource.
Consequently, Bardakci’s research explored the significance of social influence on high
school students’ behavioral intention to use YouTube as an educational resource. The research
defined social influence as “the degree to which an individual perceives that important others
believe he or she should use the system” (Bardakci, 263). Social influence in this study consisted
of teachers, friends, family, and important people that impacted a student’s perception. The study
found that students are more willing to use YouTube as an educational resource when it is valued
by someone they hold in high regard.
Lastly, the study investigated whether facilitating conditions influenced high school
students’ predisposition to use YouTube as an educational resource. According to Bardakci (264)
facilitating conditions were defined as “the degree to which an individual believes that an
organizational and technical infrastructure exists to support use of the system.” Subsequently,
YouTube requires several facilitating factors such as a strong internet connection and computers
to access the platform for classroom usage (Aldennny et al., 460). Based on this knowledge, it is
evident that facilitating conditions will influence the likelihood that high school students will use
YouTube as a learning resource.
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YouTube has received widespread acceptance among teachers in pedagogical practice for
its vast potential in educational uses. Research from an Australian study established that majority
of instructional videos used by teachers in the classroom were sourced from YouTube (Fyfield,
183). High school teachers are incorporating instructional videos into learning activities because
they improve student’s comprehension of academic material and enhance learning outcomes.
According to Fyfield (192), YouTube has unleashed a variety of pedagogical uses such as;
displaying risky phenomena, sharing declarative knowledge, increasing classroom engagements,
and encouraging students’ autonomy. Thus, teachers also acknowledge that YouTube is an
important educational resource that can be used in several ways.
First, teachers use YouTube to display phenomena deemed risky or beyond the scale of a
regular classroom. According to Fyfield (192), science and history teachers use YouTube videos
to demonstrate certain experiments and historical events. YouTube footages enables students to
comprehend the full reality of specific historical movements as they are visualized in original or
recreated footage. For science experiments, YouTube allows students to witness actual violent
reactions without placing them in danger. Teachers recognize that demonstrating these footages
has meaningful academic impacts on students’ memories and comprehension.
Second, teachers use YouTube videos to share lecture materials that facilitate declarative
knowledge. Unlike static instructions, YouTube offers “dynamic visual and auditory content” that
builds declarative knowledge that is absent in traditional teaching techniques (Fyfield, 186).
Concepts and skills are explicitly explained which may create procedural and skill-based
knowledge. Subsequently, YouTube provides knowledge in a practical manner that exceeds
traditional teaching models.
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Moreover, teachers view YouTube as an essential engagement tool in the classroom. High
school teachers associate YouTube instructional videos with increased classroom engagements
between students (Fyfield, 193). The process of group viewing instructional videos in a
classroom enhances class discussions as teachers pause the footage and allow students to discuss
viewed concepts and learned content. In this case, YouTube’s playback and pause features are
useful for teachers to enhance engagements and increase the student’s interaction with content
and each other.
Lastly, research suggests that YouTube promotes student autonomy after initiating class
introductory concepts. According to Sahayu (39) students can learn more about concepts away
from the classroom. For student’s learning English as a second language, they do not have to
wait for learning materials from teachers because YouTube offers vast learning resources they
can interact with autonomously (Sahayu, 39). In this case, YouTube encourages student
autonomy because it avails massive information they can pursue away from the classroom.
In conclusion, YouTube is an essential learning tool accepted for its ability to enhance
student’s comprehension and foster integrated teaching practices. High school students are likely
to embrace YouTube as an educational tool because it has a high potential of improving their
performance, it is easy to use, and important academic stakeholders endorse its usage. Although
facilitating conditions such as the presence of strong internet connections and computers are
necessary, YouTube is a significant learning tool. Teachers also enhance YouTube’s wide
mainstream usage because it helps in displaying risky phenomena, sharing declarative
knowledge, promoting classroom engagements, and encouraging student’s autonomy. YouTube is
a fundamental educational resource that is revolutionizing the learning process in the digital era.
Works Cited
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Aldenny, Muhammad, et al. "Behaviour intention of information technology students using
youtube as learning resources."
2019 4th International Conference on Information
Technology, Information Systems and Electrical Engineering (ICITISEE)
. IEEE, 2019.
Bardakcı, Salih. "Exploring high school students' educational use of YouTube."
International
Review of Research in Open and Distributed Learning
20.2 (2019).
Fyfield, Matthew. "YouTube in the secondary classroom: how teachers use instructional videos
in mainstream classrooms."
Technology, Pedagogy and Education
31.2 (2022): 185-197.
Sahayu, Wening. "The Effect of YouTube on High School Students' Second Language
Acquisition."
Online Submission
2.6 (2019): 38-44.