Teacher Candidate Views on the Use of YouTube for Educational Purposes

Ayşegül Nacak 1 * , Başak Bağlama 2, Burak Demir 3
More Detail
1 Department of Communication, Faculty of Communication and Media, Girne American University, North Cyprus, Mersin 10, TURKEY
2 Department of Special Education, Atatürk Faculty of Education, Near East University, North Cyprus, Mersin 10, TURKEY
3 Research Assistant, Atatürk Faculty of Education, Near East University, North Cyprus, Mersin 10, TURKEY
* Corresponding Author
Online Journal of Communication and Media Technologies, Volume 10, Issue 2, Article No: e202003. https://doi.org/10.29333/ojcmt/7827
OPEN ACCESS   840 Views   810 Downloads   Published online: 13 Mar 2020
Download Full Text (PDF)


This study aims to determine the views of teacher candidates on the use of YouTube for educational purposes. Study group consisted of 14 teacher candidates studying at faculty of education.In this research where quantitative research method is used, a semi-structured interview form developed by the researchers within the purpose of the research was used as a data collection tool. According to the results, it was determined that teacher candidates generally found YouTube as an appropriate educational material for different lessons, they think that YouTube promotes permanence and reinforces learning. In addition, teacher candidates stated that YouTube might lead to addiction to technology and lack of eye contact during lesson might be regarded as one of the disadvantages of using YouTube. Teacher candidates suggested that necessary descriptions for teachers on how to use YouTube for educational purposes can motivate teachers to use YouTube during lectures.


Nacak, A., Bağlama, B., & Demir, B. (2020). Teacher Candidate Views on the Use of YouTube for Educational Purposes. Online Journal of Communication and Media Technologies, 10(2), e202003. https://doi.org/10.29333/ojcmt/7827


  • Ata, A., & Atik, A. (2016). Alternatif bir egitim-ogretim ortami olarak video paylasim siteleri: Universitelerdeki youtube uygulamalari. Social Sciences, 11(4), 312-325. https://doi.org/10.12739/NWSA.2016.11.4.3C0152
  • Barr, M. (2018). Student attitudes to games-based skills development: Learning from video games in higher education. Computers in Human Behavior, 80, 283-294. https://doi.org/10.1016/j.chb.2017.11.030
  • Birkollu, S. S., Yucesoy, Y., Baglama, B., & Kanbul, S. (2017). Investigating the attitudes of pre-service teachers towards technology based on various variables. TEM Journal, 6(3), 578. https://doi.org/10.18421/TEM63-20
  • Buyukozturk, S., Cakmak, E., Akgun, O. E., Karadeniz, S., & Demirel, F. (2016). Bilimsel arastirma yontemleri. Ankara, Pegem Yayincilik. https://doi.org/10.14527/9789944919289
  • Chen, C. M., & Wu, C. H. (2015). Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Computers & Education, 80, 108-121. https://doi.org/10.1016/j.compedu.2014.08.015
  • Christ, T., Arya, P., & Chiu, M. M. (2017). Video use in teacher education: An international survey of practices. Teaching and Teacher Education, 63, 22-35. https://doi.org/10.1016/j.tate.2016.12.005
  • Dong, C., & Goh, P. S. (2015). Twelve tips for the effective use of videos in medical education. Medical Teacher, 37(2), 140-145. https://doi.org/10.3109/0142159X.2014.943709
  • eBizMBA. (2017). The most popular video websites. Retrieved on 24 January 2018 from http://www.ebizmba.com/articles/video-websites
  • Gaudin, C., & Chalies, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41-67. https://doi.org/10.1016/j.edurev.2015.06.001
  • Isikoglu, N. (2005). Egitimde nitel arastirma. Egitim Arastirmalari, 20, 158-165.
  • Jalaluddin, M. (2016). Using YouTube to Enhance Speaking Skills in ESL classroom. English for Specific Purposes World, 17, 50-54.
  • Keskin, U., & Saykili, A. (2017). Video sozluk uygulamalarinin acik ve uzaktan ogrenme materyali olarak kullanimi. Acikogretim Uygulamalari ve Arastirmalari Dergisi, 3(4), 43-61.
  • Kilic, E., & Çelik, B. (2014). Dijital video kullaniminin prosedurel ogrenme surecinde kullaniminin teknoloji kabul modeli ile degerlendirilmesi. Ilkogretim Online, 13(3), 980-991.
  • Lepi, K. (2012). 25 ways teachers can integrate social media into education. [Online]. Retrieved on 14 September 2019 from http://edudemic.com/2012/07/a-teachers-guide-to-social-media/
  • Lewis, Q. W., & Park, E. (2018). Volunteered geographic videos in physical geography: data mining from YouTube. Annals of the American Association of Geographers, 108(1), 52-70. https://doi.org/10.1080/24694452.2017.1343658
  • Mardis, M. A. (2009). Viewing Michigan’s digital future: Results of a survey of educators’ use of digital video in the USA. Learning, Media and Technology, 34(3), 243-257. https://doi.org/10.1080/17439880903141539
  • Patton, M. Q. (2014). Qualitative evaluation and research methods: Integrating theory and practice. US: Sage Publications.
  • Pekdag, B. (2010). Alternative methods in learning Chemistry: Learning with animation, simulation, video and multimedia. Journal of Turkish Science Education, 7(2), 111-118.
  • Pham, H., Farrell, K., Vu, H., & Vuong, Q. H. (2017). Using YouTube videos to promote universities: A content analysis. Technics Technologies Education Management (TTEM), 12(1), 58-72.
  • Pollara, P., & Zhu, J. (2011, March). Social networking and education: Using Facebook as an edusocial space. In Society for Information Technology & Teacher Education International Conference (pp. 3330-3338). Association for the Advancement of Computing in Education (AACE).
  • Prabhu, A. V., Horne, Z., Glaser, S., Rajagopalan, M., & Beriwal, S. (2017). YouTube as a source of patient information: Assessing quality of information in brachytherapy education videos. Brachytherapy, 16(3), 95-110. https://doi.org/10.1016/j.adro.2019.01.007
  • Savov, S. A., Antonova, R., & Spassov, K. (2019). Multimedia applications in education. In Smart Technologies and Innovation for a Sustainable Future (pp. 263-271). Springer, Cham. https://doi.org/10.4108/eai.13-7-2018.160390
  • Snelson, C. (2018). The benefits and challenges of YouTube as an educational resource. The Routledge Companion to Media Education, Copyright, and Fair Use, 203-218. https://doi.org/10.4324/9781315637549-15
  • Szeto, E., & Cheng, A. Y. N. (2014). Exploring the usage of ICT and YouTube for teaching: A study of pre-service teachers in Hong Kong. The Asia-Pacific Education Researcher, 23(1), 53-59. https://doi.org/10.1007/s40299-013-0084-y
  • Taslibeyaz, E. (2018). İngilizce egitiminde kullanilan senaryo temelli etkilesimli videolara yonelik ogrenci gorusleri. Kastamonu Egitim Dergisi, 26(1), 21-28. https://doi.org/10.24106/kefdergi.374832
  • Whitton, N., & Maclure, M. (2017). Video game discourses and implications for game-based education. Discourse: Studies in the Cultural Politics of Education, 38(4), 561-572. https://doi.org/10.1080/01596306.2015.1123222
  • Yildirim, A., & Simsek, H. (2008). Sosyal bilimlerde nitel arastirma yontemleri. Ankara: Seckin Yayincilik.
  • Yildirim, N., & Ozmen, B. (2011). The use of video sharing websites for educational purposes. Paper presented at 5th International Computer & Instructional Technologies Symposium, 22-24 September 2011, Firat University, Elazig - Turkey.
  • Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15–27. https://doi.org/10.1016/j.im.2005.01.004