Online access to higher education on YouTubeEDU

Chen, Hsin‐Liang; Gilchrist, Sarah

doi:10.1108/03074801311304023

Cited by 19 publications

(6 citation statements)

References 13 publications

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“…Public relations texts are a successful way of getting into these news media and their content often directly competes with editorial content by science journalists (Vogler and Schäfer, 2020). This finding also seems to apply to YouTube, where a study found that videos posted by universities mostly aim at portraying the institution in a good light (Chen and Burns Gilchrist, 2013). The only study we know of that quantitatively compared between individuals and institutions on YouTube is the one previously mentioned by Muñoz Morcillo et al (2019).…”

supporting

confidence: 54%

French Science Communication on YouTube: A Survey of Individual and Institutional Communicators and Their Channel Characteristics

Füchslin

Louis²,

Masselot

2021

Front. Commun.

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Science videos on YouTube attract millions of viewers each month, but little is known about who the content producers are, how they work and what their motivations and qualifications are. Here, we analyze the characteristics of 622 French YouTube science channels and 70,795 science videos in French, and complement this analysis with a survey of 180 of these youtubers. We focus on three questions: who are the science communicators (sociodemographics, resources, and goals), what are the characteristics of their channels, and are there differences between institutional and non-institutional communicators. We show that French science communicators on YouTube are mostly young men, highly qualified and usually talking about their topic of expertize. Many of them do not earn enough money to make a living out of this activity and have to use personal money to run their channels. At the same time, many are not interested in making this activity their main source of income. Their main goal is to share science and stimulate curiosity, as opposed to teach and entertain. While a small number of channels account for most of the views and subscribers, together they are able to cover a lot of scientific disciplines, with individuals usually focusing on a couple of fields and institutions talking about more diverse subjects. Institutions seem to have less success on YouTube than individuals, a result visible both in the number of subscribers and engagement received in videos (likes and comments). We discuss the potential factors behind this discrepancy, such as the lack of personality of institutional channels, the high number of topics they cover or the fact that institutions usually have an additional goal compared to individuals: to present and promote the institution itself.

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supporting

confidence: 54%

French Science Communication on YouTube: A Survey of Individual and Institutional Communicators and Their Channel Characteristics

Füchslin

Louis²,

Masselot

2021

Front. Commun.

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“…In their study, Chen and Gilchrist (2013), also found several applications of digital video content for individual improvements, they also suggested that online contents are appropriate for scholars, who have previous knowledge of those. So, it seems due to having little experience and adequate expertise with educational tools, students faced such a level of discomfort or psychological inertia, which they overcome gradually.…”

Section: Analysis Research Findings and Discussionmentioning

confidence: 91%

The transformation of education during the corona pandemic: exploring the perspective of the private university students in Bangladesh

Shahriar¹,

Arafat

Sultana

et al. 2021

AAOUJ

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PurposeIn 2020, the education system was preliminary halted by the COVID-19 crisis and went through radical improvisation, and online-based distance learning was the only plausible initiative to continue educational activities ensuring health guidelines properly. However, in reality, such desperate measure in case of a lower-middle-income developing nation lacking proper structural capabilities raised some issues and concerns for both pupils and mentors, and this study aims to explore the practice of online-based distance learning in private universities of Bangladesh and the challenges associated with it.Design/methodology/approachThis exploratory research is qualitative in nature. A total number of 89 undergraduate level university students from different private universities were divided into two main clusters and interviewed in depth.FindingsThe findings of this paper revealed that common developing country syndromes like improper technological infrastructure development, limitation to devices or internet accessibility and financial hindrances can disrupt the harmony of the online learning experience. Also, the lack of tech literacy has created a huge tension and psychological inertia among both the teachers and the students.Social implicationsThe coronavirus pandemic event, with its dreadful influence, is creating immense mental pressures for students to cope well with the online learning system. Comprehending the underlying challenges affiliated with online-based distance learning and enabling faculties or respected personnel with training and development programs to handle impediments better way, this learning initiative can ensure the best outcomes.Originality/valueThe significance of this study lies in comprehending the feasibility of online-based education regarding lower-middle-income developing nation context and the realism of such learning process's acceptability considering its actual effectiveness.

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“…Literature provides evidence of social media usage as an essential learning component for academic communities in higher education (Chen & Gilchrist, 2013). Social media has facilitated not only students but also researchers and educators by providing them with a platform to collaborate and communicate.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Social Media Adoption by the Academic Community: Theoretical Insights and Empirical Evidence From Developing Countries

Arshad

Akram

2018

IRRODL

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The paper investigates the impact of virtual environmental characteristics such as collaboration, communication, and resource sharing on social media adoption by the academic community at the university level. Building on the social constructivist paradigm and technology acceptance model, we propose a conceptual model to assess social media adoption in academia by incorporating collaboration, communication, and resource sharing as predictors of social media adoption, whereas perceived ease of use and perceived usefulness act as mediators in this relationship. Structural equation modeling serves to estimate the proposed conceptual model on a sample of 661 respondents from the Kingdom of Saudi Arabia and Pakistan. The findings suggest that an individual’s propensity toward social media features (i.e., collaboration, communication, and resource sharing) acts as a stimulus to their social media adoption. Moreover, perceived ease of use and perceived usefulness mediate the relationship between these stimuli and their outcomes (i.e., social media adoption). The paper concludes with the discussion on the findings and recommendations for the academicians and the practitioners of social media in the higher education institutions.

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Online access to higher education on YouTubeEDU

Cited by 19 publications

References 13 publications

French Science Communication on YouTube: A Survey of Individual and Institutional Communicators and Their Channel Characteristics

French Science Communication on YouTube: A Survey of Individual and Institutional Communicators and Their Channel Characteristics

The transformation of education during the corona pandemic: exploring the perspective of the private university students in Bangladesh

Social Media Adoption by the Academic Community: Theoretical Insights and Empirical Evidence From Developing Countries

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