Empowering learners as the owners of feedback while YouTube‐ing

Empowering learners as the owners of feedback while YouTube‐ing Purpose – The application of a new technology (YouTube) can help lecturers in solving some of the issues related to workload and shifts support to students by giving them more responsibilities in their assessment. The purpose of this paper is to re‐characterize the role of the students in the assessment process. Design/methodology/approach – Reflection on open‐ended questions, observation on the feedback process which occurs in YouTube and interviews are used to approach the research objectives: to identify the occurred process when empowerment role is given to the students in the assessment process; and determine the possibility of using YouTube in addressing teacher workload and changing student roles. Findings – The findings show that YouTube, when correctly utilized together with proper scaffolding and thorough groundwork, can help lecturers address workload problems as well as affecting change in student roles while bringing about technological change in productive ways. Research limitations/implications – The paper shows that assessment can be made via YouTube, a social entertainment tool, and suggests methods on how to use the features in YouTube for feedback. Practical implications – Since YouTube is a social tool, the research indirectly guides the students or users in the appropriate use of technology, teaching them to be responsible digital citizens. Originality/value – The paper looks into the possibility of using YouTube as an assessment tool. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Interactive Technology and Smart Education Emerald Publishing

Empowering learners as the owners of feedback while YouTube‐ing

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Publisher
Emerald Publishing
Copyright
Copyright © 2009 Emerald Group Publishing Limited. All rights reserved.
ISSN
1741-5659
D.O.I.
10.1108/17415650911009254
Publisher site
See Article on Publisher Site

Abstract

Purpose – The application of a new technology (YouTube) can help lecturers in solving some of the issues related to workload and shifts support to students by giving them more responsibilities in their assessment. The purpose of this paper is to re‐characterize the role of the students in the assessment process. Design/methodology/approach – Reflection on open‐ended questions, observation on the feedback process which occurs in YouTube and interviews are used to approach the research objectives: to identify the occurred process when empowerment role is given to the students in the assessment process; and determine the possibility of using YouTube in addressing teacher workload and changing student roles. Findings – The findings show that YouTube, when correctly utilized together with proper scaffolding and thorough groundwork, can help lecturers address workload problems as well as affecting change in student roles while bringing about technological change in productive ways. Research limitations/implications – The paper shows that assessment can be made via YouTube, a social entertainment tool, and suggests methods on how to use the features in YouTube for feedback. Practical implications – Since YouTube is a social tool, the research indirectly guides the students or users in the appropriate use of technology, teaching them to be responsible digital citizens. Originality/value – The paper looks into the possibility of using YouTube as an assessment tool.

Journal

Interactive Technology and Smart EducationEmerald Publishing

Published: Nov 20, 2009

Keywords: Worldwide web; Feedback; Empowerment; Students; Assessment

References

  • Peer instruction: ten years of experience and results
    Crouch, C.H.; Mazur, E.
  • A constructivist mobile learning environment supported by a wireless handheld network
    Zurita, G.; Nussbaum, M.

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