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Abstract
One of the challenges facing higher education institutions in general and Uganda in particular, is the widening gulf between increased use of technology for teaching and learning and achieving meaningful learning outcomes, especially in the face of the COVID-19 pandemic. In this paper, we report on one use of technology where a teacher’s integration of YouTube videos in teaching increased students’ levels of interaction with the content of the video, with peers and with the instructor (teacher). Guided by the sequential mixed-method design, a series of online learning activities were designed and matched with a carefully selected YouTube video. The activity was piloted and refined for use on purposefully selected teaching staff. The staff watched the videos that were uploaded on the Virtual Learning Environment (VLE) and responded to online learning tasks at individual and group levels. The VLE served as a knowledge sharing space for reflections. The paper concludes that lesson design was critical in enriching the VLE with carefully selected YouTube videos. Our key recommendations are: focus on the learning outcomes, design for the desired interactions, build into the task reflections, and decide whether to pre-select YouTube videos for students or to allow students to find appropriate YouTube videos; use reflections and knowledge sharing spaces. Further work has built reflective questions in the video which allows student to pause and reflect.
Highlights
Current trends in higher education show an increasing demand for online education and students’ expectation for meaningful learning with emerging technologies [1]
This paper investigates how YouTube was used to improve online interaction using as espoused by Anderson’s six-types of interaction [11], Bower’s [12] affordance analysis and Digital Bloom’s digital taxonomy [13]
In their study it is noted that the [current] generation Course Management System (CMS) should be used as an avenue to promote rich and interactive experiences and a system that fosters a more learner-centered environment that is rich in critical thinking, student exploration, peer learning and knowledge construction, interdisciplinary experiences incorporating a community of educators [4], and educational opportunities
Summary
Current trends in higher education show an increasing demand for online education and students’ expectation for meaningful learning with emerging technologies [1]. This paper investigates how YouTube was used to improve online interaction using as espoused by Anderson’s six-types of interaction [11], Bower’s [12] affordance analysis and Digital Bloom’s digital taxonomy [13]. The paper is laid out as follows: the contextual background, theoretical underpinnings, the concept of online learning interaction, the thesis, educational purpose of using YouTube to improve online interaction using Anderson’s [11] online interaction framework, Bower’s [12] affordance analysis and Bloom’s digital taxonomy [13] the procedure used, proof of concept, discussion and lessons learned
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