Using YouTube Playlists for Qualitative Research: A Classroom Activity for Content Analyzing Video Ads

Autor/inn/en	Hettche, Matt; Clayton, Michael J.; Leichtentritt, Sophia
Titel	Using YouTube Playlists for Qualitative Research: A Classroom Activity for Content Analyzing Video Ads
Quelle	In: Journal of Advertising Education, 27 (2023) 1, S.50-68 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hettche, Matt) ORCID (Clayton, Michael J.) ORCID (Leichtentritt, Sophia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-0482
DOI	10.1177/10980482231168077
Schlagwörter	Undergraduate Students; Advertising; Learning Activities; Class Activities; Content Analysis; Video Technology; Web Sites; Research Methodology; Qualitative Research; Research Skills + Suchen Sie Ihr Suchwort? Werbung; Lernaktivität; Inhaltsanalyse; Web-Design; Research method; Forschungsmethode; Qualitative Forschung; Forschungsleistung
Abstract	Research skills are essential for lifetime learning. Content analysis is an excellent research method to introduce and practice at the undergraduate level. Utilized by academic and industry researchers alike, content analysis involves higher order critical thinking skills for organizing and interpreting complexity. This article outlines a seven-step process for content analyzing video ads on YouTube with the aim of introducing proper research methodology to undergraduate advertising students. Building upon students' prior procedural knowledge of the YouTube platform, core notions of "validity," "reliability," and "coding consistency" are explained and illustrated as part of a formal qualitative method for assessing audiovisual content. A teaching example, sample prompts for a classroom activity and reference studies for further research are provided. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01