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Content Analysis of TeacherTube and YouTube Videos for Instructing English Language Learners
|Title:||Content Analysis of TeacherTube and YouTube Videos for Instructing English Language Learners|
|Date Issued:||Dec 2016|
|Publisher:||[Honolulu] : [University of Hawaii at Manoa], [December 2016]|
|Abstract:||The purpose of this content analysis was to examine the content and design quality of videos providing instructional strategies for English language learner (ELL) teachers on TeacherTube and YouTube. Videos were rated for quality using a researcher-developed codebook for content and instructional design quality. The Language Instruction Educational Program (LIEP) report published by the US Department of Education (2012) and a framework and rubric for assessing instructional videos (Morain & Swarts, 2012) were used to develop the codebook. User ratings were equivalent to the number of views each video received. The user and quality ratings of each video were correlated to see if TeacherTube and YouTube users were able to apply algorithmic aspects of self-regulated learning to select and rank videos with high quality content and instructional design. This study may be helpful to districts, schools, and teachers interested in professional development resources. As teachers rely more on online resources for professional development, the information may improve our understanding about the ability of self-directed learners to select quality resources while using Internet resources for self-directed professional development.|
Findings indicated that the videos content was somewhat aligned with ELL strategies recommended in the LIEP report but not all content strategies were equally addressed. The videos had moderate to high design quality ratings, with YouTube scores generally higher than TeacherTube. Videos with better content were more likely to have better design quality, and number of user views was positively correlated with design quality, particularly affective design. However, user ratings were negatively correlated with two content areas, scaffolding and vocabulary. As teachers rely more on online resources for professional development, the information may improve our understanding about the ability of self-directed learners to select quality resources while using Internet resources for self-directed professional development.
|Description:||Ph.D. University of Hawaii at Manoa 2016.|
Includes bibliographical references.
|Appears in Collections:||
Ph.D. - Learning Design and Technology|
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