YouTube as a complementary learning tool in times of COVID-19. Self-reports from sports science students.

Autor/inn/en	Trabelsi, Omar; Souissi, Mohamed Abdelkader; Scharenberg, Swantje; Mrayeh, Maher; Gharbi, Adnene
Titel	YouTube as a complementary learning tool in times of COVID-19. Self-reports from sports science students. Gefälligkeitsübersetzung: YouTube als ergänzendes Lernwerkzeug in Zeiten von COVID-19. Selbstberichte von Sportwissenschaftsstudenten.
Quelle	In: Trends in neuroscience and education, (2022) 29, Art. 100186, 7 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2211-9493; 2452-0837
DOI	10.1016/j.tine.2022.100186
Schlagwörter	Lernen; Visuelles Lernen; Lernhilfe; Fachdidaktik; COVID-19; Videotechnik; Sportunterricht; Sportwissenschaft; Hilfsmittel; Internet; Student
Abstract	Objectives: This study reports on sports science students' educational experience in times of the COVID-19 pandemic and explores their interactions with online technologies, exclusively for learning purposes. Methods: A total of 181 Tunisian final-year sports science students were surveyed using, a custom-designed questionnaire, following the end of the academic year 2020/2021. Semi-structured interviews were conducted for triangulation and validation of the findings. Findings: Participants reported that COVID-19-induced educational disruptions had detrimental effects on their learning experiences. Even though they deemed emergency remote teaching to be less effective than classroom-based teaching, participants recognized the role technology had played in mitigating the impact of the pandemic on their graduation year. They reported using a wide range of online technologies to complement remote curriculum delivery. Ranking second after Google Meet, with a marked difference from the rest of the list, YouTube seemed to be sports science students' best "learning companion" in times of COVID-19. YouTube helped them better understand instructional content delivered remotely and compensate for the missed opportunities for knowledge and motor skill acquisition. Conclusions: It is very likely that curriculum-based YouTube videos can smoothen emergency implementation of flipped classrooms during future crises that may force teachers and students into home confinement once again, but further empirical research is needed in this area. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2024/1