YouTube Usage in the University Classroom: An Argument for its Pedagogical Benefits
DOI:
https://doi.org/10.3991/ijet.v14i09.10475Keywords:
YouTube usage, millennials, university teaching, subject content pedagogyAbstract
The demands of teaching at the tertiary level are increasing all the time. YouTube is one of the new e-resources that can be used in contemporary tertiary education pedagogy. This paper is an account of YouTube usage in three psychology classes (adolescent, developmental, and educational psychology) at the University of Trinidad and Tobago. This paper reports on the usage of YouTube videos as means of summarising course content, clarifying complex concepts, concretising abstract ideas, modelling appropriate interventions, reinforcing domain-specific jargon, exploring vicarious laboratory experimentation, and capturing first-hand musings and expositions of historical and contemporary theorists in the field of psychology. A rationale for each particular use was also given as well as the real and potential benefits to modern students.
Downloads
Published
How to Cite
Issue
Section
License
The submitting author warrants that the submission is original and that she/he is the author of the submission together with the named co-authors; to the extend the submission incorporates text passages, figures, data or other material from the work of others, the submitting author has obtained any necessary permission.
Articles in this journal are published under the Creative Commons Attribution Licence (CC-BY What does this mean?). This is to get more legal certainty about what readers can do with published articles, and thus a wider dissemination and archiving, which in turn makes publishing with this journal more valuable for you, the authors.
By submitting an article the author grants to this journal the non-exclusive right to publish it. The author retains the copyright and the publishing rights for his article without any restrictions.
