About this paper

Appears in:
Pages: 5164-5172
Publication year: 2019
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.1278

Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain

YOUTUBE AS A COMPLEMENTARY LEARNING TOOL TO SUPPORT THE STUDY IN THE FIELD OF THERMAL ENGINEERING

I. Zabalza-Bribián, B. Peña, B. Zalba

University of Zaragoza (SPAIN)
In recent years the use of Web 2.0 applications, including YouTube, wikis, social networks, blogs, etc. has been spread to all areas, including higher education. Between all of these applications, YouTube is the most used in the educational field, being highly appreciated by university students.

Currently, YouTube has more than 1,900 million users, and it is estimated that more than 1,000 million daily hours of videos are viewed worldwide, which are usually accessed from mobile devices. Almost all universities have an institutional channel on YouTube in which in addition to disseminating the corporate image and their teaching and research activities, some teaching videos used in degree studies and Massive Open Line Courses (MOOC) are included.

This paper presents the main activities carried out in a teaching innovation project financed by the University of Zaragoza (UZ, Spain) for the development and management of a YouTube channel which has been designed as a repository of teaching videos. This video collection together with a set of short self-assessment questionnaires has been used to support teaching in several related subjects in the field of Thermodynamics and Thermal Engineering.

The paper aims to analyze the visualization statistics of the videos by using YouTube and Moodle Analytics, as well as the degree of satisfaction of the students with this innovation experience through a questionnaire. Likewise, the possible improvements obtained in the teaching-learning process are analyzed and possible disadvantages or disadvantages associated with the use of videos as a complement to traditional teaching are identified.

The results show a high degree satisfaction of students with the videos produced and the self-assessment questionnaires as well as an improvement in the learning outcomes.
@InProceedings{ZABALZABRIBIAN2019YOU,
author = {Zabalza-Bribi{\'{a}}n, I. and Pe{\~n}a, B. and Zalba, B.},
title = {YOUTUBE AS A COMPLEMENTARY LEARNING TOOL TO SUPPORT THE STUDY IN THE FIELD OF THERMAL ENGINEERING},
series = {11th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN19 Proceedings},
isbn = {978-84-09-12031-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2019.1278},
url = {http://dx.doi.org/10.21125/edulearn.2019.1278},
publisher = {IATED},
location = {Palma, Spain},
month = {1-3 July, 2019},
year = {2019},
pages = {5164-5172}}
TY - CONF
AU - I. Zabalza-Bribián AU - B. Peña AU - B. Zalba
TI - YOUTUBE AS A COMPLEMENTARY LEARNING TOOL TO SUPPORT THE STUDY IN THE FIELD OF THERMAL ENGINEERING
SN - 978-84-09-12031-4/2340-1117
DO - 10.21125/edulearn.2019.1278
PY - 2019
Y1 - 1-3 July, 2019
CI - Palma, Spain
JO - 11th International Conference on Education and New Learning Technologies
JA - EDULEARN19 Proceedings
SP - 5164
EP - 5172
ER -
I. Zabalza-Bribián, B. Peña, B. Zalba (2019) YOUTUBE AS A COMPLEMENTARY LEARNING TOOL TO SUPPORT THE STUDY IN THE FIELD OF THERMAL ENGINEERING, EDULEARN19 Proceedings, pp. 5164-5172.
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