- Email: [email protected]
Social media as a complementary learning tool for teaching and learning: The case of youtube
The International Journal of Management Education 16 (2018) 37–42
Contents lists available at ScienceDirect
The International Journal of Management Education journal homepage: www.elsevier.com/locate/ijme
Social media as a complementary learning tool for teaching and learning: The case of youtube
T
Sedigheh Moghavvemi∗, Ainin Sulaiman, Noor Ismawati Jaafar, Nafisa Kasem Faculty of Business and Accountancy, University of Malaya, Malaysia
AR TI CLE I NF O
AB S T R A CT
Keywords: Social media YouTube Academic learning Academic performance Entertainment
Taking into account the importance of using video and visual objects for teaching, some universities utilize YouTube as a complementary teaching tool. This work analyses students’ perspectives on the usage of YouTube for learning, their corresponding usage patterns, and associated factors prompting them to use YouTube. We interviewed 30 students, and went on to develop a scale for academic learning as a determinant of YouTube usage, which was then validated amongst the students. Data were collected from a total of 321 students in the Faculty of Business and Accountancy, University of Malaya to test the developed construct. The results confirmed that entertainment, seeking information, and academic learning are some of the main motivations for using YouTube. We regard YouTube as an effective tool that can enhance the learning experience if the video is indeed relevant to the subject at hand. It is recommended that instructors integrate YouTube into their respective courses to benefit from its inherent advantages in the context of learning/teaching.
1. Introduction It is an established fact that combining social media usage and higher education will serve to bring both the institution and students closer (Karvounidis, Chimos, Bersimis, & Douligeris, 2014; Manca & Ranieri, 2016a, 2016b; Mbatha, 2014; Moghavvemi, Paramanathan, Rahin, & Sharabati, 2017). The use of social media (SM) and its potential as a learning tool (Osgerby & Rush, 2015) are becoming topics worthy of research. Blogs, Wikis, YouTube, Facebook, and Twitter are some of the more common forms of SM (Gao, Luo, & Zhang, 2012; Manca & Ranieri, 2016a, 2016b). It was also pointed out that Facebook can be used to collect information (Junco and Cotten, 2012), be used as a learning tool (Moghavvemi & Salarzadeh Janatabadi, 2017), connect students, and propagate university culture (Yu, Tian, Vogel, & Kwok, 2010). Wiki is especially useful in collaborative projects (Wang, Hao, Cao, & Li, 2014) or as a blog interface for feedback and interactive learning (Churchill, 2009; Ellison & Wu, 2008). YouTube is an example of SM that allows for the formation of social relationships that revolves around uploaded videos. It was confirmed that many students used YouTube to learn and seek information, however, studies show that the use of YouTube for academic learning and its effectiveness as a teaching tool lag far behind other SM, such as Facebook. YouTube is the third most visited website in the world, behind Google and Facebook (Alexa, 2015). Videos pertaining to education, entertainment, marketing, and science are constantly being uploaded to YouTube since 2005. Its usage in a classroom setting (higher education) is a niche endeavour, however, this approach is receiving more and more attention (Alon & Herath, 2014; TorresRamírez, García-Domingo, Aguilera, & Casa, 2014; Tugrul, 2012). The revolutionary channel of the University of California
∗
Corresponding author. E-mail addresses: [email protected] (S. Moghavvemi), [email protected] (A. Sulaiman), [email protected] (N.I. Jaafar), [email protected] (N. Kasem). https://doi.org/10.1016/j.ijme.2017.12.001 Received 27 August 2017; Received in revised form 16 November 2017; Accepted 4 December 2017 1472-8117/ © 2017 Elsevier Ltd. All rights reserved.
The International Journal of Management Education 16 (2018) 37–42
S. Moghavvemi et al.
(Berkeley) (www.youtube.com/UCBerkeley) has prompted other universities to launch their own channels, such as in medicine (Duncan, Yarwood-Ross, & Haigh, 2013), sciences, and the performing arts (Everson, Gundlach, & Miller, 2013). These channels are intended to encourage the students/teachers to watch the videos, cultivate student-teacher coordinated efforts, enhance the learning process, and enable real-time feedback from students (Torres-Ramírez et al., 2014). More and more, universities are realizing the benefits of using technology as a teaching tool, and are adopting technological approaches that are suitable in a classroom setting to complement traditional teaching approaches. This realization prompted many studies pertaining to the effectiveness of supplementary teaching tools in a classroom setting, such as YouTube, which is unfortunately scarce in literature. This study intends to elucidate two factors; students’ usage of YouTube and its effectiveness from the perspective of students vis-àvis teaching and learning. This study consists of three main objectives: i) To elucidate the pattern and purpose of using YouTube amongst university students in Malaysia. ii) To measure students' perception vis-à-vis the effectiveness of YouTube videos in the context of academic learning, and iii) To develop a method that can be used to measure academic learning as one of the determinants of using YouTube amongst students. Statistics confirmed that ∼90% of Malaysian Internet users visit YouTube at least once a day (Statista, 2016). According to TNS Research, Malaysians aged 16–34 spend the most time on YouTube, averaging at 80 min, which is twice that of the reported world average (Leng, 2016). Our research will detail the usage and purpose of using YouTube amongst university students. 2. Literature review SM refers to a broad range of applications that enables users to create, share, comment, and discuss a multitude of digital content (s). It is regarded as ‘dynamic’, ‘interactive’, ‘democratic’, ‘people centric’, ‘volatile’, ‘social’, and ‘adaptive’ (Manca & Ranieri, 2016b). Another aspect of SM that is often overlooked is its ability to transform teaching/learning into a more social, open, and collaborationoriented endeavour. Researchers utilised many theories/models to determine the viability of using SM for teaching purposes. The Blended Learning theory (Fleck, Beckman, Sterns, & Hussey, 2014) was used to examine the usage of YouTube in a classroom setting. He noted that students are receptive towards using familiar online learning tools, which ultimately enhance their learning experience. Other researchers proposed that blending multiple SMs can influence blended learning in higher education (Artal-Sevil, RomeroPascual, & Artacho-Terrer, 2015), which has a substantial optimistic effect on the teaching process (Alebaikan & Troudi, 2010). It was reported that when online sessions were used to augment traditional teaching methods, the students responded more readily and learned at a faster pace (Graham, Toon, Wynn-William, & Beatson, 2017; Korr, Derwin, Greene, & Sokoloff, 2012). Blended learning also allows the students to be flexible and to freely provide feedbacks vis-à-vis the course (Alebaikan & Troudi, 2010; Korr et al., 2012). These aforementioned benefits associated with blended learning have convinced many curriculum implementers to adopt it in their respective institutions. YouTube grants the students satisfaction due to the use of videos in a traditional classroom setting (Torres-Ramírez et al., 2014; Tugrul, 2012). Clifton and Mann (2011) reported that the use of YouTube to teach nursing procedures improved the students’ attention and retention, due to the fact that it is much easier to remember visual cues than auditory ones (Johnson & Mayer, 2009). Dupuis, Coutu, and Laneuville (2013) also reported that biology students who volunteered to watch online videos pertaining to their classes end up with better grades compared to their classmates who chose not to (Dupuis et al., 2013). Sobaih, Moustafa, Ghandforoush, and Khan (2016) proposed that SM is an effective tool to teach hospitality and tourism, particularly in developing countries (Sobaih et al., 2016). Students reported higher satisfaction and increased retention when SM is integrated into their courses (Alon & Herath, 2014; Barczyk & Duncan, 2012). Balakrishnan and Gan (2016) pointed out that the Malaysian government regulates the use of SM, especially Facebook, due to political considerations. However, this does not extend to the use of SM for education, which the government wholeheartedly supports, as reflected in its recent emphasis on online learning for higher education, as detailed in the Malaysia Education Blueprint 2015–2025 (Higher Education). In fact, a pedagogical approach that combines both online learning and traditional face-to-face instruction is set to be implemented in all higher education institutions in the country (MoE, 2015). With ∼67% of the population being Internet users (Internet World Stats, 2014), of which more than 50% are users of SM (Statista, 2016), SM-linked technologies are expected to play a pivotal role in realising the government's goals in the case of higher education. Some universities in Malaysia are beginning to implement blended learning, while instructors are utilising YouTube and Facebook to complement their traditional teaching approaches. Students responded to this shift by also increasing the use of YouTube to learn, however, there is little in way of formal research elucidating the effectiveness of YouTube for learning/teaching purposes. 3. Participant and data collection 3.1. Qualitative stage We designed three open-ended questions based on the objective of the study, and distributed the resulting questionnaire to 30 business students (YouTube users) at the University of Malaya, Malaysia: a) Why are you using YouTube (purpose of use)? 38
The International Journal of Management Education 16 (2018) 37–42
S. Moghavvemi et al.
b) Do you think using YouTube influences your academic performance? Please explain, and c) Do you think instructors should use YouTube as a complementary tool for teaching? The total size of the sample is 30, with 15 males and 15 female participants, which included undergraduates, postgraduates, fulltime, and part-time students. The data was transcribed and uploaded to NVIVO, and analysed thematically, guided by keywords used in the three research questions. New codes were formed based on the analysis. After the initial coding, the transcripts, thematically-coded remarks, and results were reviewed by a second member of the research team. The main themes were purpose of use, positive effects on academic performance, negative effects on academic performance, and the effectiveness of YouTube for learning. The qualitative data revealed that all of the students use YouTube for entertainment and relaxation. At least ten of them pointed out that they use YouTube to relieve stress. One of them said that “It is just for me to relieve stress after studying”, while another said “It helps me a lot in my studies and calms me down”. They regarded YouTube as an entertainment tool: “It releases tension and help me pass the time” “When I have free time, I tend to visit YouTube”, as per a few students. Almost all of the respondents watched the videos for information and educational purpose. Most of them pointed out that YouTube does not only offer entertainment, but also educational material, which are easily accessible “I am using a feature on YouTube called tag, which show videos of a series of speakers sharing their own experiences. I also subscribe to certain channels, which constantly send updates”. The respondents mentioned that YouTube helps them solve academic problems and increase their knowledge “I watch many academic-oriented videos on YouTube. It helps me learn and understand, and inspire me to come up with creative and useful ideas”. A student outlined his learning endeavours via YouTube, and how he solved a problem he faced in his studies using YouTube “I watched a video on YouTube ten times to understand one of the econometrics topics that I could not understand from the textbook and lecture notes. These videos helped me learn effectively, and I am now more knowledgeable than my classmates”. For these students, YouTube is not just for learning, they also use it to solve non-academic problems “I use YouTube for a lot of work-related problems, as it provides tutorials with step-by-step instructions on how to perform certain tasks and how to troubleshoot problems”. They are convinced that learning from YouTube is easier and fun, and its heavily visual content makes it easier to understand the message(s) it is trying to convey, “YouTube is attractive to me because videos are more interesting than words. Whenever I don't know something, I put the equation on YouTube, and understand it within 3 min, as they show me exactly how to calculate, add, minus, and solve it”. Almost all of the respondents suggested that teaching sessions contain a video segment that summarises the topic. One of them pointed out that “It is beneficial to understand a theory that can be explained by a video; it has a positive effect on learning because the course requires more in-depth explanation”. They believed that using video help them understand difficult topics, “I use YouTube to help me with my studies, and before every exam, I use YouTube for revision because I do not understand some of my instructors in class”. Based on the qualitative analysis, we developed six items to measure academic learning (as a new construct that predicts the use of SM), and had the items validated by five experts in SM and education (academic panel). The experts were selected based on their area of research and familiarity with the topic. We asked them to confirm whether or not the items corresponded with the construct based on the scale of very weak estimate (1) to very strong estimate (7). After minor corrections, we tested the questionnaire on ten students to determine its ease-of-understanding and the answerability of the items. In the final stage, we used a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree) to measure the students’ perception of academic learning, and distributed the questionnaire to thirty students for pilot testing. The reliability test reported a Cronbach α of 0.871, which is the reliability of the construct. Therefore, following the Lawshe (1975) method of developing scale, we distributed the questionnaire to 200 students to validate the measurement, and the results of reliability (0.813), correlation (inter-item correlation was between 0.35 and 0.67), and exploratory factor analysis (factor loading more than 0.5) confirmed that the construct (academic learning) is of high reliability and factor loading, with acceptable correlation between the items. We then proceeded with the final stage of data collection. 3.2. Quantitative stage The questionnaire measures the time spent on YouTube (usage) and the purpose of using YouTube (academic learning) amongst students. The items were measured using a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). The questionnaire was distributed to part-time and full-time students in the Faculty of Business and Accountancy, University of Malaya (a major Malaysian university) by a team of researchers to 567 students who are self-professed YouTube users, and 312 of them (55%) returned completed questionnaires. Out of the 312 respondents, 83% were below 25 years old, and are mostly undergraduates. ∼68% of them were females, and 32% were males. ∼89% of the students in this study argued that they are using YouTube for entertainment, 52% for academic learning, 48% for information seeking, and 14% for product inquiry. ∼2% spend more than 5 h on YouTube per day, 3% spend 3–5 h, 7.4% spend 2–3 h, 19% spend between 1 and 2 h, 69% of them spend less than an hour per day. The results confirmed that ∼31.4% of the students spend more than an hour on YouTube for a multitude of reasons. 4. Results Data analysis commenced using the 312 completed questionnaires gathered during the second stage of data collection. The data were tested using descriptive statistics, reliability, and exploratory factor analysis in SPSS. To calculate the proportion of students using YouTube to learn, we noted the frequency for each item and calculated the proportion of students who agree and strongly agree 39
The International Journal of Management Education 16 (2018) 37–42
S. Moghavvemi et al.
Table 1 Mean, Standard Deviation and the proportion of the students in each scale. Academic Learning (%)
% Strongly disagree
% Disagree
% Neither Disagree nor Agree
% Agree
% Strongly Agree
Mean
S. D
To learn about the courses that I am involved in To learn how to solve problems To get answers for some questions that I have To learn new things To watch videos that my friends tell me about I can learn a lot by watching videos (related to my subject) than just reading from a book.
0.6 0.6 0.3 0.6 0.3 0.3
10.9 6.4 9.6 6.1 4.8 6.7
17.3 17 13.1 9.3 11.9 22.4
47.1 50 50.6 53.2 52.2 56.1
24 26 26.3 30.8 30.8 14.4
3.83 3.94 3.92 4.07 4.08 3.77
0.93 0.86 0.89 0.83 0.80 0.78
with the items. The results showed that 71% agreed that they use YouTube for academic learning; 76% to learn how to solve problems; 77% to get answers for some questions; 84% to learn new things; 83% to watch videos suggested by friends; 70.5% believed that they can learn a lot by watching videos (related to the subject) instead of reading a book (see Table 1). The internal consistency of the items in the academic learning construct was examined using a reliability test (Cronbach α = 0.831), and the results exceeded the acceptable point of 0.7. The results of the exploratory factor analysis with principal component analysis and oblique rotation reported that the Keiser-Meyer-Olkin measure of sampling adequacy test was 0.836, and the Bartlett's test of sphericity was significant, indicating that the data were suitable for factor analysis. The results showed that all of the item loading exceeded 0.5, which was acceptable (see Table 2). This variable (academic learning) explained 55% of the total variance. The correlation between the items was significant and was within an acceptable range (see Table 2). The results of the exploratory factor analysis and correlation between the items revealed that these items, together, are able to measure the academic learning construct, which can be one of the determinants of using YouTube amongst university students.
5. Discussion, limitation and future research The main aim of this study was to measure the pattern and purpose of using YouTube amongst university students in Malaysia, and to elucidate students’ perception about the effectiveness of using YouTube as a complementary tool for teaching (and learning). We developed a scale to measure the academic learning construct based on the results of the interview (qualitative data) and quantitative survey amongst the students. The results showed that ∼31% of the students spent more than an hour a day on YouTube, mainly for entertainment, information seeking, and academic learning. They consider YouTube as an outlet that help answer their questions and solve academic problems. They used it as a complementary tool for learning, and believe that academic videos on YouTube improve learning, due to its visual cues rendering it more easily understood. These results confirm that of previous studies stating that using videos to teach have a prolific effect on the students' academic performance (Jaffar, 2012; Koya, Bhatia, Hsu, & Bhatia, 2012; Orús et al., 2016). According to Clifton and Mann (2011), the use of YouTube videos almost guarantee increased student engagement, critical consciousness, and accelerated deep learning. The results confirmed the effectiveness of YouTube video on students’ learning and highlighted the fact that traditional teaching methods need to be improved. These findings are consistent with those reported in other studies arguing that YouTube videos will simplify the understanding of a topic (DeWitt et al., 2013; June, Yaacob, & Kheng, 2014; Orús et al., 2016) and enhance the teaching experience (June et al., 2014). Alon and Herath (2014) reported similar findings, and argued that students believe that they learn more and are more satisfied with a course integrated with SM. We also developed a scale to measure academic learning as one of the determinants of using YouTube. The exploratory factor analysis revealed that academic learning with six items are strong and reliable measurements for predicting YouTube usage amongst university students. This construct is able to measure academic purpose: ‘academic learning’ - of using YouTube, which previous studies neglected to explore. It should also be validated and examined in future studies, alongside other factors predicting the use of social media amongst university students. The results of this study are beneficial for academia and academic institutions, since it creates knowledge pertaining to students' Table 2 Exploratory factor analysis, and correlation between items. Academic learning
Factor Loading
1
2
3
4
5
To learn about the courses that I am involved in To learn how to solve problems To get answers for some questions that I have To learn new things To watch videos that my friends tell me about I can learn a lot by watching videos (related to my subject) than just reading from a book.
0.842 0.884 0.828 0.736 0.547 0.503
0.623** 0.616** 0.524** 0.309** 0.454**
0.618** 0.600** 0.361** 0.365**
0.534** 0.361** 0.310**
0.451** 0.206**
0.081**
Note: **Correlation is significant at the 0.01 level.
40
The International Journal of Management Education 16 (2018) 37–42
S. Moghavvemi et al.
usage of YouTube for the purpose of learning and students’ perception towards the effectiveness of video for learning purposes. The results highlighted the importance of blended learning and using complementary tools to improve traditional learning approaches. Many universities are invested in traditional methods of teaching using books and lecture notes. Increasing the use of IT amongst students and facilities that these technologies provide for learning creates the opportunity for the instructors and universities to redesign the teaching method and facilitate the usage of these technologies for the purpose of teaching and learning. 6. Conclusions This study elucidated the pattern of YouTube use amongst university students and their perception on its effectiveness for teaching and learning. The results confirmed that many students rely on YouTube to solve academic problems and answer any questions they might have. Almost all of the students use YouTube to seek information and learn. The extensive use of IT amongst students, their familiarity with it, and the effectiveness of videos for learning makes it necessary that suitable technologies be adopted for teaching and educational methods be redesigned. New technologies/channel can be used as a complementary tool for the education system, which will eliminate the weakness of traditional methods and enhance teaching/learning. Using visual objects, especially videos to explain something will make it easier for students to visualise and actually understand the topic. Ethics This research was carried out in accordance to the university policy on Human Ethical Practice in Research. This study did not collect any data related to the students’ name and personal information, while the data is aggregated for the analyses. Students were informed of the details of the study, and participation was voluntary. Acknowledgements The University of Malaya Equitable Society Research Cluster provided financial support for research assistance and project team meetings under Project RP021-14SBS. References Alebaikan, R., & Troudi, S. (2010). Blended learning in saudi universities: Challenges and perspectives. ALT-J, 18, 49–59. Alexa (2015). Statistic report: Top sites in Spain. Available at. Retrieved from http://www.alexa.com/topsites/countries/ES. Alon, I., & Herath, R. K. (2014). Teaching international business via social media projects. Journal of Teaching in International Business, 25, 44–59. Artal-Sevil, J. S., Romero-Pascual, E., & Artacho-Terrer, J. M. (2015). Blended-learning: New trends and experiences in higher education. 8th international conference of education. Seville, Spain: Research and Innovation. Balakrishnan, V., & Gan, C. L. (2016). Students' learning styles and their effects on the use of social media technology for learning. Telematics and Informatics, 33, 808–821. Barczyk, C. C., & Duncan, D. G. (2012). Social networking media: An approach for the teaching of international business. Journal of Teaching in International Business, 23, 98–122. Churchill, D. (2009). Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal of Educational Technology, 40, 179–183. Clifton, A., & Mann, C. (2011). Can YouTube enhance student nurse learning? Nurse Education Today, 31, 311–313. DeWitt, D., Alias, N., Siraj, S., Yaakub, M. Y., Ayob, J., & Ishak, R. (2013). The potential of Youtube for teaching and learning in the performing arts. Procedia-social and Behavioral Sciences, 103, 1118–1126. Duncan, I., Yarwood-Ross, L., & Haigh, C. (2013). YouTube as a source of clinical skills education. Nurse Education Today, 33, 1576–1580. Dupuis, J., Coutu, J., & 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. Ellison, N. B., & Wu, Y. (2008). Blogging in the classroom: A preliminary exploration of student attitudes and impact on comprehension. Journal of Educational Multimedia and Hypermedia, 17, 99. Everson, M., Gundlach, E., & Miller, J. (2013). Social media and the introductory statistics course. Computers in Human Behavior, 29, A69–A81. Fleck, B. K., Beckman, L. M., Sterns, J. L., & Hussey, H. D. (2014). YouTube in the classroom: Helpful tips and student perceptions. Journal of Effective Teaching, 14, 21–37. Gao, F., Luo, T., & Zhang, K. (2012). Tweeting for learning: A critical analysis of research on microblogging in education published in 2008–2011. British Journal of Educational Technology, 43, 783–801. Graham, A., Toon, I., Wynn-William, K., & Beatson, N. (2017). Using ‘nudges’ to encourage student engagement: An exploratory study from the UK and New Zealand. The International Journal of Management Education, 15, 36–46. Internet World Stats. (2014) Available at: http://www.internetworldstats.com/. Jaffar, A. A. (2012). YouTube: An emerging tool in anatomy education. Anatomical Sciences Education, 5, 158–164. Johnson, C. I., & Mayer, R. E. (2009). A testing effect with multimedia learning. Journal of Educational Psychology, 101, 621. Junco, R., & Cotton, S. R. (2012). No A 4 U: The relationship between multitasking and academic performance. Computers & Education, 59, 505–514. 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, 56. Karvounidis, T., Chimos, K., Bersimis, S., & Douligeris, C. (2014). Evaluating Web 2.0 technologies in higher education using students' perceptions and performance. Journal of Computer Assisted Learning, 30, 577–596. Korr, J., Derwin, E. B., Greene, K., & Sokoloff, W. (2012). Transitioning an adult-serving university to a blended learning model. The Journal of Continuing Higher Education, 60, 2–11. Koya, K. D., Bhatia, K. R., Hsu, J. T. S., & Bhatia, A. C. (2012). YouTube and the expanding role of videos in dermatologic surgery education. Seminars in Cutaneous Medicine and Surgery, 31, 163–167. Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28, 563–575. Leng, L. K. (2016). Malaysians prefer YouTube over TV. Malaysia: The Star. Manca, S., & Ranieri, M. (2016a). Facebook and the others. Potentials and obstacles of Social Media for teaching in higher education. Computers & Education, 95, 216–230.
41
The International Journal of Management Education 16 (2018) 37–42
S. Moghavvemi et al.
Manca, S., & Ranieri, M. (2016b). Yes for sharing, no for teaching!”: Social media in academic practices. The Internet and Higher Education, 29, 63–74. Mbatha, B. (2014). Global transition in higher education: From the traditional model of learning to a new socially mediated model. The International Review of Research in Open and Distributed Learning, 15. MoE, Malaysia (2015). Annual report 2015: Malaysia education Blueprint 2013-2025. Available at: http://www.moe.gov.my/index.php/en/dasar/laporan-tahunan2015#popinline0. Moghavvemi, S., Paramanathan, T., Rahin, N. L., & Sharabati, M. (2017). Student's perceptions towards using e-learning via Facebook. Behaviour & Information Technology, 36(10), 1081–1100. Moghavvemi, S., & Salarzadeh Janatabadi, H. (2017). Incremental impact of Facebook on students' use of e-Learning. British Journal of Educational Technology. http:// dx.doi.org/10.1111/bjet. 12545. Orús, C., Barlés, M. J., Belanche, D., Casalo, L., Fraj, E., & Gurrea, R. (2016). The effects of learner-generated videos for YouTube on learning outcomes and satisfaction. Computers & Education, 95, 254–269. Osgerby, J., & Rush, D. (2015). An exploratory case study examining undergraduate accounting students' perceptions of using Twitter as a learning support tool. The International Journal of Management Education, 13, 337–348. Sobaih, A. E. E., Moustafa, M. A., Ghandforoush, P., & Khan, M. (2016). To use or not to use? Social media in higher education in developing countries. Computers in Human Behavior, 58, 296–305. Statista (2016). Youtube. Available at: https://www.statista.com/topics/2019/youtube/. Torres-Ramírez, M., García-Domingo, B., Aguilera, J., & Casa, d.l (2014). Video-sharing educational tool applied to the teaching in renewable energy subjects. Computers & Education, 73, 160–177. Tugrul, T. O. (2012). Student perceptions of an educational technology tool: Video recordings of project presentations. Procedia-social and Behavioral Sciences, 64, 133–140. Wang, W. H., Hao, Y. M., Cao, Y. H., & Li, L. (2014). A cloud-based real-time mobile collaboration wiki system. Applied Mechanics and Materials. Trans Tech Publ, 928–931. Yu, A. Y., Tian, S. W., Vogel, D., & Kwok, R. C. (2010). Can learning be virtually boosted? An investigation of online social networking impacts. Computers & Education, 55, 1494–1503.
42
Contents lists available at ScienceDirect
The International Journal of Management Education journal homepage: www.elsevier.com/locate/ijme
Social media as a complementary learning tool for teaching and learning: The case of youtube
T
Sedigheh Moghavvemi∗, Ainin Sulaiman, Noor Ismawati Jaafar, Nafisa Kasem Faculty of Business and Accountancy, University of Malaya, Malaysia
AR TI CLE I NF O
AB S T R A CT
Keywords: Social media YouTube Academic learning Academic performance Entertainment
Taking into account the importance of using video and visual objects for teaching, some universities utilize YouTube as a complementary teaching tool. This work analyses students’ perspectives on the usage of YouTube for learning, their corresponding usage patterns, and associated factors prompting them to use YouTube. We interviewed 30 students, and went on to develop a scale for academic learning as a determinant of YouTube usage, which was then validated amongst the students. Data were collected from a total of 321 students in the Faculty of Business and Accountancy, University of Malaya to test the developed construct. The results confirmed that entertainment, seeking information, and academic learning are some of the main motivations for using YouTube. We regard YouTube as an effective tool that can enhance the learning experience if the video is indeed relevant to the subject at hand. It is recommended that instructors integrate YouTube into their respective courses to benefit from its inherent advantages in the context of learning/teaching.
1. Introduction It is an established fact that combining social media usage and higher education will serve to bring both the institution and students closer (Karvounidis, Chimos, Bersimis, & Douligeris, 2014; Manca & Ranieri, 2016a, 2016b; Mbatha, 2014; Moghavvemi, Paramanathan, Rahin, & Sharabati, 2017). The use of social media (SM) and its potential as a learning tool (Osgerby & Rush, 2015) are becoming topics worthy of research. Blogs, Wikis, YouTube, Facebook, and Twitter are some of the more common forms of SM (Gao, Luo, & Zhang, 2012; Manca & Ranieri, 2016a, 2016b). It was also pointed out that Facebook can be used to collect information (Junco and Cotten, 2012), be used as a learning tool (Moghavvemi & Salarzadeh Janatabadi, 2017), connect students, and propagate university culture (Yu, Tian, Vogel, & Kwok, 2010). Wiki is especially useful in collaborative projects (Wang, Hao, Cao, & Li, 2014) or as a blog interface for feedback and interactive learning (Churchill, 2009; Ellison & Wu, 2008). YouTube is an example of SM that allows for the formation of social relationships that revolves around uploaded videos. It was confirmed that many students used YouTube to learn and seek information, however, studies show that the use of YouTube for academic learning and its effectiveness as a teaching tool lag far behind other SM, such as Facebook. YouTube is the third most visited website in the world, behind Google and Facebook (Alexa, 2015). Videos pertaining to education, entertainment, marketing, and science are constantly being uploaded to YouTube since 2005. Its usage in a classroom setting (higher education) is a niche endeavour, however, this approach is receiving more and more attention (Alon & Herath, 2014; TorresRamírez, García-Domingo, Aguilera, & Casa, 2014; Tugrul, 2012). The revolutionary channel of the University of California
∗
Corresponding author. E-mail addresses: [email protected] (S. Moghavvemi), [email protected] (A. Sulaiman), [email protected] (N.I. Jaafar), [email protected] (N. Kasem). https://doi.org/10.1016/j.ijme.2017.12.001 Received 27 August 2017; Received in revised form 16 November 2017; Accepted 4 December 2017 1472-8117/ © 2017 Elsevier Ltd. All rights reserved.
The International Journal of Management Education 16 (2018) 37–42
S. Moghavvemi et al.
(Berkeley) (www.youtube.com/UCBerkeley) has prompted other universities to launch their own channels, such as in medicine (Duncan, Yarwood-Ross, & Haigh, 2013), sciences, and the performing arts (Everson, Gundlach, & Miller, 2013). These channels are intended to encourage the students/teachers to watch the videos, cultivate student-teacher coordinated efforts, enhance the learning process, and enable real-time feedback from students (Torres-Ramírez et al., 2014). More and more, universities are realizing the benefits of using technology as a teaching tool, and are adopting technological approaches that are suitable in a classroom setting to complement traditional teaching approaches. This realization prompted many studies pertaining to the effectiveness of supplementary teaching tools in a classroom setting, such as YouTube, which is unfortunately scarce in literature. This study intends to elucidate two factors; students’ usage of YouTube and its effectiveness from the perspective of students vis-àvis teaching and learning. This study consists of three main objectives: i) To elucidate the pattern and purpose of using YouTube amongst university students in Malaysia. ii) To measure students' perception vis-à-vis the effectiveness of YouTube videos in the context of academic learning, and iii) To develop a method that can be used to measure academic learning as one of the determinants of using YouTube amongst students. Statistics confirmed that ∼90% of Malaysian Internet users visit YouTube at least once a day (Statista, 2016). According to TNS Research, Malaysians aged 16–34 spend the most time on YouTube, averaging at 80 min, which is twice that of the reported world average (Leng, 2016). Our research will detail the usage and purpose of using YouTube amongst university students. 2. Literature review SM refers to a broad range of applications that enables users to create, share, comment, and discuss a multitude of digital content (s). It is regarded as ‘dynamic’, ‘interactive’, ‘democratic’, ‘people centric’, ‘volatile’, ‘social’, and ‘adaptive’ (Manca & Ranieri, 2016b). Another aspect of SM that is often overlooked is its ability to transform teaching/learning into a more social, open, and collaborationoriented endeavour. Researchers utilised many theories/models to determine the viability of using SM for teaching purposes. The Blended Learning theory (Fleck, Beckman, Sterns, & Hussey, 2014) was used to examine the usage of YouTube in a classroom setting. He noted that students are receptive towards using familiar online learning tools, which ultimately enhance their learning experience. Other researchers proposed that blending multiple SMs can influence blended learning in higher education (Artal-Sevil, RomeroPascual, & Artacho-Terrer, 2015), which has a substantial optimistic effect on the teaching process (Alebaikan & Troudi, 2010). It was reported that when online sessions were used to augment traditional teaching methods, the students responded more readily and learned at a faster pace (Graham, Toon, Wynn-William, & Beatson, 2017; Korr, Derwin, Greene, & Sokoloff, 2012). Blended learning also allows the students to be flexible and to freely provide feedbacks vis-à-vis the course (Alebaikan & Troudi, 2010; Korr et al., 2012). These aforementioned benefits associated with blended learning have convinced many curriculum implementers to adopt it in their respective institutions. YouTube grants the students satisfaction due to the use of videos in a traditional classroom setting (Torres-Ramírez et al., 2014; Tugrul, 2012). Clifton and Mann (2011) reported that the use of YouTube to teach nursing procedures improved the students’ attention and retention, due to the fact that it is much easier to remember visual cues than auditory ones (Johnson & Mayer, 2009). Dupuis, Coutu, and Laneuville (2013) also reported that biology students who volunteered to watch online videos pertaining to their classes end up with better grades compared to their classmates who chose not to (Dupuis et al., 2013). Sobaih, Moustafa, Ghandforoush, and Khan (2016) proposed that SM is an effective tool to teach hospitality and tourism, particularly in developing countries (Sobaih et al., 2016). Students reported higher satisfaction and increased retention when SM is integrated into their courses (Alon & Herath, 2014; Barczyk & Duncan, 2012). Balakrishnan and Gan (2016) pointed out that the Malaysian government regulates the use of SM, especially Facebook, due to political considerations. However, this does not extend to the use of SM for education, which the government wholeheartedly supports, as reflected in its recent emphasis on online learning for higher education, as detailed in the Malaysia Education Blueprint 2015–2025 (Higher Education). In fact, a pedagogical approach that combines both online learning and traditional face-to-face instruction is set to be implemented in all higher education institutions in the country (MoE, 2015). With ∼67% of the population being Internet users (Internet World Stats, 2014), of which more than 50% are users of SM (Statista, 2016), SM-linked technologies are expected to play a pivotal role in realising the government's goals in the case of higher education. Some universities in Malaysia are beginning to implement blended learning, while instructors are utilising YouTube and Facebook to complement their traditional teaching approaches. Students responded to this shift by also increasing the use of YouTube to learn, however, there is little in way of formal research elucidating the effectiveness of YouTube for learning/teaching purposes. 3. Participant and data collection 3.1. Qualitative stage We designed three open-ended questions based on the objective of the study, and distributed the resulting questionnaire to 30 business students (YouTube users) at the University of Malaya, Malaysia: a) Why are you using YouTube (purpose of use)? 38
The International Journal of Management Education 16 (2018) 37–42
S. Moghavvemi et al.
b) Do you think using YouTube influences your academic performance? Please explain, and c) Do you think instructors should use YouTube as a complementary tool for teaching? The total size of the sample is 30, with 15 males and 15 female participants, which included undergraduates, postgraduates, fulltime, and part-time students. The data was transcribed and uploaded to NVIVO, and analysed thematically, guided by keywords used in the three research questions. New codes were formed based on the analysis. After the initial coding, the transcripts, thematically-coded remarks, and results were reviewed by a second member of the research team. The main themes were purpose of use, positive effects on academic performance, negative effects on academic performance, and the effectiveness of YouTube for learning. The qualitative data revealed that all of the students use YouTube for entertainment and relaxation. At least ten of them pointed out that they use YouTube to relieve stress. One of them said that “It is just for me to relieve stress after studying”, while another said “It helps me a lot in my studies and calms me down”. They regarded YouTube as an entertainment tool: “It releases tension and help me pass the time” “When I have free time, I tend to visit YouTube”, as per a few students. Almost all of the respondents watched the videos for information and educational purpose. Most of them pointed out that YouTube does not only offer entertainment, but also educational material, which are easily accessible “I am using a feature on YouTube called tag, which show videos of a series of speakers sharing their own experiences. I also subscribe to certain channels, which constantly send updates”. The respondents mentioned that YouTube helps them solve academic problems and increase their knowledge “I watch many academic-oriented videos on YouTube. It helps me learn and understand, and inspire me to come up with creative and useful ideas”. A student outlined his learning endeavours via YouTube, and how he solved a problem he faced in his studies using YouTube “I watched a video on YouTube ten times to understand one of the econometrics topics that I could not understand from the textbook and lecture notes. These videos helped me learn effectively, and I am now more knowledgeable than my classmates”. For these students, YouTube is not just for learning, they also use it to solve non-academic problems “I use YouTube for a lot of work-related problems, as it provides tutorials with step-by-step instructions on how to perform certain tasks and how to troubleshoot problems”. They are convinced that learning from YouTube is easier and fun, and its heavily visual content makes it easier to understand the message(s) it is trying to convey, “YouTube is attractive to me because videos are more interesting than words. Whenever I don't know something, I put the equation on YouTube, and understand it within 3 min, as they show me exactly how to calculate, add, minus, and solve it”. Almost all of the respondents suggested that teaching sessions contain a video segment that summarises the topic. One of them pointed out that “It is beneficial to understand a theory that can be explained by a video; it has a positive effect on learning because the course requires more in-depth explanation”. They believed that using video help them understand difficult topics, “I use YouTube to help me with my studies, and before every exam, I use YouTube for revision because I do not understand some of my instructors in class”. Based on the qualitative analysis, we developed six items to measure academic learning (as a new construct that predicts the use of SM), and had the items validated by five experts in SM and education (academic panel). The experts were selected based on their area of research and familiarity with the topic. We asked them to confirm whether or not the items corresponded with the construct based on the scale of very weak estimate (1) to very strong estimate (7). After minor corrections, we tested the questionnaire on ten students to determine its ease-of-understanding and the answerability of the items. In the final stage, we used a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree) to measure the students’ perception of academic learning, and distributed the questionnaire to thirty students for pilot testing. The reliability test reported a Cronbach α of 0.871, which is the reliability of the construct. Therefore, following the Lawshe (1975) method of developing scale, we distributed the questionnaire to 200 students to validate the measurement, and the results of reliability (0.813), correlation (inter-item correlation was between 0.35 and 0.67), and exploratory factor analysis (factor loading more than 0.5) confirmed that the construct (academic learning) is of high reliability and factor loading, with acceptable correlation between the items. We then proceeded with the final stage of data collection. 3.2. Quantitative stage The questionnaire measures the time spent on YouTube (usage) and the purpose of using YouTube (academic learning) amongst students. The items were measured using a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). The questionnaire was distributed to part-time and full-time students in the Faculty of Business and Accountancy, University of Malaya (a major Malaysian university) by a team of researchers to 567 students who are self-professed YouTube users, and 312 of them (55%) returned completed questionnaires. Out of the 312 respondents, 83% were below 25 years old, and are mostly undergraduates. ∼68% of them were females, and 32% were males. ∼89% of the students in this study argued that they are using YouTube for entertainment, 52% for academic learning, 48% for information seeking, and 14% for product inquiry. ∼2% spend more than 5 h on YouTube per day, 3% spend 3–5 h, 7.4% spend 2–3 h, 19% spend between 1 and 2 h, 69% of them spend less than an hour per day. The results confirmed that ∼31.4% of the students spend more than an hour on YouTube for a multitude of reasons. 4. Results Data analysis commenced using the 312 completed questionnaires gathered during the second stage of data collection. The data were tested using descriptive statistics, reliability, and exploratory factor analysis in SPSS. To calculate the proportion of students using YouTube to learn, we noted the frequency for each item and calculated the proportion of students who agree and strongly agree 39
The International Journal of Management Education 16 (2018) 37–42
S. Moghavvemi et al.
Table 1 Mean, Standard Deviation and the proportion of the students in each scale. Academic Learning (%)
% Strongly disagree
% Disagree
% Neither Disagree nor Agree
% Agree
% Strongly Agree
Mean
S. D
To learn about the courses that I am involved in To learn how to solve problems To get answers for some questions that I have To learn new things To watch videos that my friends tell me about I can learn a lot by watching videos (related to my subject) than just reading from a book.
0.6 0.6 0.3 0.6 0.3 0.3
10.9 6.4 9.6 6.1 4.8 6.7
17.3 17 13.1 9.3 11.9 22.4
47.1 50 50.6 53.2 52.2 56.1
24 26 26.3 30.8 30.8 14.4
3.83 3.94 3.92 4.07 4.08 3.77
0.93 0.86 0.89 0.83 0.80 0.78
with the items. The results showed that 71% agreed that they use YouTube for academic learning; 76% to learn how to solve problems; 77% to get answers for some questions; 84% to learn new things; 83% to watch videos suggested by friends; 70.5% believed that they can learn a lot by watching videos (related to the subject) instead of reading a book (see Table 1). The internal consistency of the items in the academic learning construct was examined using a reliability test (Cronbach α = 0.831), and the results exceeded the acceptable point of 0.7. The results of the exploratory factor analysis with principal component analysis and oblique rotation reported that the Keiser-Meyer-Olkin measure of sampling adequacy test was 0.836, and the Bartlett's test of sphericity was significant, indicating that the data were suitable for factor analysis. The results showed that all of the item loading exceeded 0.5, which was acceptable (see Table 2). This variable (academic learning) explained 55% of the total variance. The correlation between the items was significant and was within an acceptable range (see Table 2). The results of the exploratory factor analysis and correlation between the items revealed that these items, together, are able to measure the academic learning construct, which can be one of the determinants of using YouTube amongst university students.
5. Discussion, limitation and future research The main aim of this study was to measure the pattern and purpose of using YouTube amongst university students in Malaysia, and to elucidate students’ perception about the effectiveness of using YouTube as a complementary tool for teaching (and learning). We developed a scale to measure the academic learning construct based on the results of the interview (qualitative data) and quantitative survey amongst the students. The results showed that ∼31% of the students spent more than an hour a day on YouTube, mainly for entertainment, information seeking, and academic learning. They consider YouTube as an outlet that help answer their questions and solve academic problems. They used it as a complementary tool for learning, and believe that academic videos on YouTube improve learning, due to its visual cues rendering it more easily understood. These results confirm that of previous studies stating that using videos to teach have a prolific effect on the students' academic performance (Jaffar, 2012; Koya, Bhatia, Hsu, & Bhatia, 2012; Orús et al., 2016). According to Clifton and Mann (2011), the use of YouTube videos almost guarantee increased student engagement, critical consciousness, and accelerated deep learning. The results confirmed the effectiveness of YouTube video on students’ learning and highlighted the fact that traditional teaching methods need to be improved. These findings are consistent with those reported in other studies arguing that YouTube videos will simplify the understanding of a topic (DeWitt et al., 2013; June, Yaacob, & Kheng, 2014; Orús et al., 2016) and enhance the teaching experience (June et al., 2014). Alon and Herath (2014) reported similar findings, and argued that students believe that they learn more and are more satisfied with a course integrated with SM. We also developed a scale to measure academic learning as one of the determinants of using YouTube. The exploratory factor analysis revealed that academic learning with six items are strong and reliable measurements for predicting YouTube usage amongst university students. This construct is able to measure academic purpose: ‘academic learning’ - of using YouTube, which previous studies neglected to explore. It should also be validated and examined in future studies, alongside other factors predicting the use of social media amongst university students. The results of this study are beneficial for academia and academic institutions, since it creates knowledge pertaining to students' Table 2 Exploratory factor analysis, and correlation between items. Academic learning
Factor Loading
1
2
3
4
5
To learn about the courses that I am involved in To learn how to solve problems To get answers for some questions that I have To learn new things To watch videos that my friends tell me about I can learn a lot by watching videos (related to my subject) than just reading from a book.
0.842 0.884 0.828 0.736 0.547 0.503
0.623** 0.616** 0.524** 0.309** 0.454**
0.618** 0.600** 0.361** 0.365**
0.534** 0.361** 0.310**
0.451** 0.206**
0.081**
Note: **Correlation is significant at the 0.01 level.
40
The International Journal of Management Education 16 (2018) 37–42
S. Moghavvemi et al.
usage of YouTube for the purpose of learning and students’ perception towards the effectiveness of video for learning purposes. The results highlighted the importance of blended learning and using complementary tools to improve traditional learning approaches. Many universities are invested in traditional methods of teaching using books and lecture notes. Increasing the use of IT amongst students and facilities that these technologies provide for learning creates the opportunity for the instructors and universities to redesign the teaching method and facilitate the usage of these technologies for the purpose of teaching and learning. 6. Conclusions This study elucidated the pattern of YouTube use amongst university students and their perception on its effectiveness for teaching and learning. The results confirmed that many students rely on YouTube to solve academic problems and answer any questions they might have. Almost all of the students use YouTube to seek information and learn. The extensive use of IT amongst students, their familiarity with it, and the effectiveness of videos for learning makes it necessary that suitable technologies be adopted for teaching and educational methods be redesigned. New technologies/channel can be used as a complementary tool for the education system, which will eliminate the weakness of traditional methods and enhance teaching/learning. Using visual objects, especially videos to explain something will make it easier for students to visualise and actually understand the topic. Ethics This research was carried out in accordance to the university policy on Human Ethical Practice in Research. This study did not collect any data related to the students’ name and personal information, while the data is aggregated for the analyses. Students were informed of the details of the study, and participation was voluntary. Acknowledgements The University of Malaya Equitable Society Research Cluster provided financial support for research assistance and project team meetings under Project RP021-14SBS. References Alebaikan, R., & Troudi, S. (2010). Blended learning in saudi universities: Challenges and perspectives. ALT-J, 18, 49–59. Alexa (2015). Statistic report: Top sites in Spain. Available at. Retrieved from http://www.alexa.com/topsites/countries/ES. Alon, I., & Herath, R. K. (2014). Teaching international business via social media projects. Journal of Teaching in International Business, 25, 44–59. Artal-Sevil, J. S., Romero-Pascual, E., & Artacho-Terrer, J. M. (2015). Blended-learning: New trends and experiences in higher education. 8th international conference of education. Seville, Spain: Research and Innovation. Balakrishnan, V., & Gan, C. L. (2016). Students' learning styles and their effects on the use of social media technology for learning. Telematics and Informatics, 33, 808–821. Barczyk, C. C., & Duncan, D. G. (2012). Social networking media: An approach for the teaching of international business. Journal of Teaching in International Business, 23, 98–122. Churchill, D. (2009). Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal of Educational Technology, 40, 179–183. Clifton, A., & Mann, C. (2011). Can YouTube enhance student nurse learning? Nurse Education Today, 31, 311–313. DeWitt, D., Alias, N., Siraj, S., Yaakub, M. Y., Ayob, J., & Ishak, R. (2013). The potential of Youtube for teaching and learning in the performing arts. Procedia-social and Behavioral Sciences, 103, 1118–1126. Duncan, I., Yarwood-Ross, L., & Haigh, C. (2013). YouTube as a source of clinical skills education. Nurse Education Today, 33, 1576–1580. Dupuis, J., Coutu, J., & 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. Ellison, N. B., & Wu, Y. (2008). Blogging in the classroom: A preliminary exploration of student attitudes and impact on comprehension. Journal of Educational Multimedia and Hypermedia, 17, 99. Everson, M., Gundlach, E., & Miller, J. (2013). Social media and the introductory statistics course. Computers in Human Behavior, 29, A69–A81. Fleck, B. K., Beckman, L. M., Sterns, J. L., & Hussey, H. D. (2014). YouTube in the classroom: Helpful tips and student perceptions. Journal of Effective Teaching, 14, 21–37. Gao, F., Luo, T., & Zhang, K. (2012). Tweeting for learning: A critical analysis of research on microblogging in education published in 2008–2011. British Journal of Educational Technology, 43, 783–801. Graham, A., Toon, I., Wynn-William, K., & Beatson, N. (2017). Using ‘nudges’ to encourage student engagement: An exploratory study from the UK and New Zealand. The International Journal of Management Education, 15, 36–46. Internet World Stats. (2014) Available at: http://www.internetworldstats.com/. Jaffar, A. A. (2012). YouTube: An emerging tool in anatomy education. Anatomical Sciences Education, 5, 158–164. Johnson, C. I., & Mayer, R. E. (2009). A testing effect with multimedia learning. Journal of Educational Psychology, 101, 621. Junco, R., & Cotton, S. R. (2012). No A 4 U: The relationship between multitasking and academic performance. Computers & Education, 59, 505–514. 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, 56. Karvounidis, T., Chimos, K., Bersimis, S., & Douligeris, C. (2014). Evaluating Web 2.0 technologies in higher education using students' perceptions and performance. Journal of Computer Assisted Learning, 30, 577–596. Korr, J., Derwin, E. B., Greene, K., & Sokoloff, W. (2012). Transitioning an adult-serving university to a blended learning model. The Journal of Continuing Higher Education, 60, 2–11. Koya, K. D., Bhatia, K. R., Hsu, J. T. S., & Bhatia, A. C. (2012). YouTube and the expanding role of videos in dermatologic surgery education. Seminars in Cutaneous Medicine and Surgery, 31, 163–167. Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28, 563–575. Leng, L. K. (2016). Malaysians prefer YouTube over TV. Malaysia: The Star. Manca, S., & Ranieri, M. (2016a). Facebook and the others. Potentials and obstacles of Social Media for teaching in higher education. Computers & Education, 95, 216–230.
41
The International Journal of Management Education 16 (2018) 37–42
S. Moghavvemi et al.
Manca, S., & Ranieri, M. (2016b). Yes for sharing, no for teaching!”: Social media in academic practices. The Internet and Higher Education, 29, 63–74. Mbatha, B. (2014). Global transition in higher education: From the traditional model of learning to a new socially mediated model. The International Review of Research in Open and Distributed Learning, 15. MoE, Malaysia (2015). Annual report 2015: Malaysia education Blueprint 2013-2025. Available at: http://www.moe.gov.my/index.php/en/dasar/laporan-tahunan2015#popinline0. Moghavvemi, S., Paramanathan, T., Rahin, N. L., & Sharabati, M. (2017). Student's perceptions towards using e-learning via Facebook. Behaviour & Information Technology, 36(10), 1081–1100. Moghavvemi, S., & Salarzadeh Janatabadi, H. (2017). Incremental impact of Facebook on students' use of e-Learning. British Journal of Educational Technology. http:// dx.doi.org/10.1111/bjet. 12545. Orús, C., Barlés, M. J., Belanche, D., Casalo, L., Fraj, E., & Gurrea, R. (2016). The effects of learner-generated videos for YouTube on learning outcomes and satisfaction. Computers & Education, 95, 254–269. Osgerby, J., & Rush, D. (2015). An exploratory case study examining undergraduate accounting students' perceptions of using Twitter as a learning support tool. The International Journal of Management Education, 13, 337–348. Sobaih, A. E. E., Moustafa, M. A., Ghandforoush, P., & Khan, M. (2016). To use or not to use? Social media in higher education in developing countries. Computers in Human Behavior, 58, 296–305. Statista (2016). Youtube. Available at: https://www.statista.com/topics/2019/youtube/. Torres-Ramírez, M., García-Domingo, B., Aguilera, J., & Casa, d.l (2014). Video-sharing educational tool applied to the teaching in renewable energy subjects. Computers & Education, 73, 160–177. Tugrul, T. O. (2012). Student perceptions of an educational technology tool: Video recordings of project presentations. Procedia-social and Behavioral Sciences, 64, 133–140. Wang, W. H., Hao, Y. M., Cao, Y. H., & Li, L. (2014). A cloud-based real-time mobile collaboration wiki system. Applied Mechanics and Materials. Trans Tech Publ, 928–931. Yu, A. Y., Tian, S. W., Vogel, D., & Kwok, R. C. (2010). Can learning be virtually boosted? An investigation of online social networking impacts. Computers & Education, 55, 1494–1503.
42