Student Attitudes Towards The Integration Of YouTube In Online, Hybrid, And Web-Assisted Courses: An Examination Of The Impact Of Course Modality On Perception

Current mediated realities and the proliferation of user generated online content have introduced a multiplicity of measures for publishing and accessing instructional resources. Educators are encouraged to harness these contemporary modalities in order to engage today’s digital learners. In particular, the research suggests that targeted YouTube videos enhance the engagement, depth of understanding, and the overall satisfaction of students. This paper will discuss the benefits of the use of YouTube in the instructional process consistent with the Cognitive Theory of Multimedia Learning. Additionally, the findings of a study conducted at a Mid-Atlantic Historically Black College or University (HBCU) that focused on the impact of YouTube on course instruction and student engagement as well as differences in perception based on gender and course modality will be presented. According to the findings, incorporation of YouTube into course instruction enhances student’s perception of learning efficacy and increases engagement, gender has no impact on the perceived value of YouTube in the teaching and learning process, and course delivery method impacts student opinion whereas students who favor fully online instruction demonstrate a predilection to want YouTube integrated into course instruction, watch course YouTube videos, and consider course embedded videos more favorably than traditional students. There are a number of relevant implications to the findings presented in this paper that illustrate that YouTube supports multimedia learning and student engagement and is particularly effective at enhancing the educational experience of fully online learners. Finally, it puts forward the idea that course delivery method should be taken into consideration when determining use of online videos and video sharing services.