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A mental knowledge model was designed as a starting point where crucial aspects of gaining knowledge were visualized. To meet the objective, researchers carried out an exploratory study based on mixed quantitative-qualitative methods. The aim of this paper is to identify the potential of YouTube media in serving as a supportive educational tool.
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The study deals with sustainability of social software applications in a university setting focusing primarily on the YouTube platform. The implications for educational theory and the pedagogical design of hyper-video in academia are discussed.
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However, the three courses used the same interaction pattern of annotations: "student's question-lecturer's answer", without promoting peer feedback. Accordingly, content analysis revealed significantly more "cognitive presence" and "social presence" codes in Course C, while the amount of "teaching presence" was similar in all courses. Relative to the number of students, the rate of reading annotations was significantly higher in Course C. The majority of annotations were shared posts and replies (73–96%), rather than personal notes. The findings revealed that when hyper-video is integrated without academic credit, slightly over 10% of undergraduates chose active participation, beyond watching videos and reading others' annotations. Content analysis was based on the Community of Inquiry framework (Garrison et al. The log-analysis was conducted at the user level (n = 880) and at the video level (n = 37). The study combines learning analytics of video-recordings of synchronous lessons (9–15 sessions per course, approximately two hours each), content analysis of the hyper-video annotations written by students and lecturers, and semi-structured interviews with the lecturers and with actively-participating students. This paper examines integration of the Annoto hyper-video platform in three large undergraduate courses (A, B & C) at a large university. Interactive features of the hyper-video environment, such as indexing, bookmarks, links to learning materials, multiple-choice questions, and personal and shared annotations, can enhance learning processes. The results showed that: (1) the participants were so familiar with YouTube and encountered no difficulty to access and use it (2) a majority of the participants found YouTube interesting and fun (3) the participants viewed learning with YouTube advantageous because it presents the instructional materials in letters, sounds, and pictures at once and (4) most participants found YouTube interesting and motivating, and thus it improved their pronunciation skills. Data was collected using a questionnaire and interview. It employed the explanatory sequential mixed methods design and involved 26 freshmen majoring in Management at a private university in Jakarta, Indonesia. This article is part of a larger study on EFL learners' perception of using YouTube to improve English pronunciation in a blended learning environment. Therefore, it offers great opportunities for students and teachers to enhance EFL learning and teaching, including pronunciation improvement. It offers not only millions of videos of music, movie, sport, talk shows, and news but also educational videos. YouTube is the most widely accessed video-sharing platform in the world. The implication of our experimental findings for constructivist design-based learning is that mediating functions of video tools may be used as cognitive and social supports, for example when students learn by solving design tasks in school. Results indicated that the advanced video editing tool was more effective in relation to (a) fostering student understanding of the topic and acquisition of cognitive skills, (b) the quality of student design products, and (c) the efficiency of dyad interactions. In the contrasting condition, students used a simple video playback tool with a word processor to perform the same design task. The advanced video tool WebDIVER supported segmenting, editing, and annotating capabilities. We compared in an experiment the design processes and learning outcomes of 24 collaborating participant pairs (dyads) using 2 contrasting types of video tools for history learning. However, it is also possible that the additional complexity of such tools does not advance learning. Working with digital video technologies, particularly advanced video tools with editing capabilities, offers new prospects for meaningful learning through design.