YouTube as a Cyber-Classroom. Critical Review of its Pedagogical Use at Ibero-American University
DOI:
https://doi.org/10.5944/ried.26.1.34372Keywords:
YouTube, social networks, pedagogical practices, higher education, Ibero-America, innovationAbstract
Universities have adapted some of their procedures according to the approach to curriculum, education and knowledge in the digital era. The appropriation of social media environments for the purpose of innovation in pedagogical practice is one of these scenarios. This study aims to determine research positions on the uses of YouTube as a pedagogical tool in Ibero-American higher education, through a critical literature review. The analysis has been carried out considering the bibliographic information of the articles, the populations considered in the studies, the theoretical-methodological information and the educational use of the platform. The results show an increase in the number of studies carried out as a result of the Pandemic, with a predominance of experiences in undergraduate studies. The generation of YouTube video catalogs as part of teaching-learning practices, together with content production, reinforcement, and learning assessment, the latter worked with predictive technology models and artificial tracking software, stand out as purposes of use. The use of YouTube as an innovative tool requires overcoming self-perceptions and critically considering its potential, the necessary literacy, teacher training and aspects related to the gap in the capacity for didactic use. The value of this platform as a methodological tool for innovation is evident, as well as the road ahead for universities and educators to increase its effectiveness and relevance in the development and stimulation of innovative practices.
FULL ARTICLE:
https://revistas.uned.es/index.php/ried/article/view/34372/26892
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