This analysis will surround videos in the classroom, more specifically, YouTube videos. YouTube is far from a new technology, but as classrooms are moving to the online space due to the current pandemic, educators are looking for ways to offer students variety in the online classroom and are utilizing YouTube more than ever. There is more than one way to integrate YouTube videos in the classroom. The two most frequent is the consuming or watching of YouTube videos and the other is the creation of YouTube videos. Both have great benefits; however, this analysis focuses on utilizing YouTube videos as an instructional aid, for supplementary material, and in planning. Why are educators looking to YouTube? “Studies show positive gains in student outcomes as a result of the integration of video technology in instruction” (Jones & Kristen Cuthrell, 2011). This analysis will dig deeper into just how YouTube can improve student comprehension and success in the classroom, the benefits and shortfalls of the tool, and how an educator can overcome these challenges.

But first, let’s look at what YouTube is and their journey to becoming the biggest force in online video.

"The video medium has acknowledged instructional benefits. It has the ability to depict realistic and immersive motion sequences, to capture and preserve real-world events and places, and to change the size and speed of recorded natural phenomena that cannot be seen with the naked eye. These capabilities can be regarded as ‘essential representational attributes’ of the video medium that confer it a great potential for pedagogy" (Espino et al., 2020). Many studies have been done surrounding the effectiveness of video in comparison to other types of media. Espino et al. have found that animated graphics are superior to simple static graphics in knowledge development. Furthermore, there is strong evidence that shows that learning is improved when simultaneous presentation of pictures and speech is presented (2020). "Many studies suggest that video as an instructional resource contributes to enhancing learning, whether directly or indirectly, through increased student satisfaction or engagement. In addition, online digital video is a useful resource to respond to the diverse needs of students" (Espino et al., 2020).

The role the teacher plays is important when it comes to integrating video in the classroom. It is the teacher who not only decides when to integrate the video resource, but also how it is to be integrated - both important considerations. The spectrum in regards to use is vast. Teachers may choose to use a few videos as supplementary material (common for the conventional course design), or the teacher can choose to implement a design that utilizes video as a primary source of information (Espino et al., 2020). "Video also arouses the senses in ways that other media cannot. Berk argued that video has the ability to grab students’ attention, create anticipation among students, and increase memorized content among other potential outcomes" (as seen in Espino et at., 2020).

YouTube videos can be used directly as a part of instruction, to introduce new concepts, disseminate information during primary instruction, or close lessons by recapping important points. Most lessons that incorporate video directly into the lesson use the video as an attention-grabbing mechanism or as a part of direct instruction (Jones & Cuthrell, 2011).

Self-creation

Creating a YouTube channel for your classroom is a great option. Educators can either record their own videos and placing them in their channel or compile quality videos and create a playlist that can be accessed through the class channel. “Video self-production is scarce, though respondents declare a positive attitude, with time constraints and technical qualification as main reported obstacles”(Espino et al., 2020). In higher education, instructor-generated videos have been suggested as a way to strengthen the faculty and student connection. There is evidence that instructor presence in an online course contributes positively to student experience, engagement and attitude (Espino et al., 2020).

Conclusion

"An important part of education is student's learning. Good quality education is based mainly on how well student attain the knowledge. One way to achieve that is to simplify the content and make it as intuitive as possible" (Chtouki et al., 2012). YouTube assists in allowing teachers to do this. Additionally, studies show that students both understand and can recall complex concepts much better when they have been exposed to a visual explanation video (Chtouki et al., 2012). When properly vetted, YouTube is a great resource for both teachers and students. One would be hard pressed to find any subject matter missed on YouTube. The options and topics are incredibly vast. This user-friendly and accessible mobile tool offers students an opportunity to engage with the material and can serve as a springboard for classroom activities. This free web-based service has proven to be an effective tool to enhance student learning and engagement (Chtouki et al., 2012).