Educational Vlogs: A Systematic Review

Autor/in	Hassan, Ragia H.
Titel	Educational Vlogs: A Systematic Review
Quelle	In: SAGE Open, 13 (2023) 1, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hassan, Ragia H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440231152403
Schlagwörter	Video Technology; Electronic Publishing; Web Sites; Literature Reviews; Educational Technology; Higher Education; Elementary Secondary Education; Student Attitudes; Teacher Attitudes + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Web-Design; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Lehrerverhalten
Abstract	This article presents a systematic review of the literature on the role of educational vlogging in enhancing learning and teaching outcomes. The researcher analyzed a total of 60 papers published from 2011 to 2021 using qualitative analysis with complementary quantitative analysis. The findings shed light on the vital role of vlogging in education over the last decade. This systematic review provides scholars and practitioners in the fields of education and educational technology with valuable information about how to improve learning and teaching through vlogging. The data was collected using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) method. The findings indicated that students and teachers have a positive attitude toward vlogging. Vlogging in higher education is more extensive than in K-12. The main subject in which vlogging is used in K-12 was language, while the main subject in higher education (HE) was found to be reflective practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01