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Developing a Learning Network on YouTube: Analysis of Student Satisfaction with a Learner-Generated Content Activity

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Book cover Educational Networking

Part of the book series: Lecture Notes in Social Networks ((LNSN))

Abstract

This chapter focuses on an innovative learning project in which undergraduate marketing students create videos and post them on the official YouTube channel of the course. The project aims to apply new information technologies to university teaching, use social networks to disseminate information and knowledge, and provide students with a more active role in their learning process. We offer an overall vision to enable the appropriate application of this project and analyze students’ perceptions and satisfaction with the activity; we also offer a tool (e.g., rubric) to objectively evaluate the video content. The results of the first study show that students’ satisfaction with the activity is high and is affected by the emotions it generates, its perceived usefulness, and its ease of use. In a second study, we observe that the students are satisfied with the activity’s evaluation rubric, because it is a simple evaluation system and serves to guarantee an objective and consistent evaluation. The description of the project and discussion of the research findings will help academics to understand the key drivers of a satisfactory experience by students. It also provides scholars with advice on how to implement educational networking in their subjects.

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Notes

  1. 1.

    http://rubistar.4teachers.org

Abbreviations

AVE:

Average variance extracted

EHEA:

European Higher Education Area

ICT:

Information and communications technologies

PLS:

Partial least squares

TAM:

Technology acceptance model

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Authors and Affiliations

  1. Facultad de Economía y Empresa, Universidad de Zaragoza, Zaragoza, Spain

    Daniel Belanche & Carlos Orús

  2. Facultad de Empresa y Gestión Pública, Universidad de Zaragoza, Huesca, Spain

    Luis V. Casaló

  3. Facultad de Ciencias Sociales y Humanas, Universidad de Zaragoza, Teruel, Spain

    Alfredo Pérez-Rueda

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  1. Daniel Belanche
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  2. Luis V. Casaló
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  3. Carlos Orús
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  4. Alfredo Pérez-Rueda
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Correspondence to Daniel Belanche .

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Editors and Affiliations

  1. WOLNM, Artificial Intelligence on Education Lab, Mexico City, Mexico, Instituto Politécnico Nacional, Escuela Superior de Ingeniería Mecánica y Eléctrica, Zacatenco, Mexico City, Mexico

    Alejandro Peña-Ayala

Appendix: Items Used in the Questionnaires of Study 1

Appendix: Items Used in the Questionnaires of Study 1

Verse

Verse Usefulness of the activity (Koufaris, 2002) I think that carrying out the YouTube activity… … has been useful to me … has been advantageous to me … has been beneficial to me Ease of use of the activity (Koufaris, 2002) I think that carrying out the YouTube activity … … has been easy to do … has implied little effort to do … has been simple to do Interactivity (Blasco-Arcas et al., 2013) I think that carrying out the YouTube activity … … has facilitated interaction with my peers (classmates) … has given me the opportunity to discuss with my peers (classmates) … has facilitated dialogue with my peers (classmates) … has allowed me to exchange information with my peers (classmates) Learning outcomes (Orús et al., 2016) I think that carrying out the YouTube activity … … has improved my comprehension of the theoretical concepts of the course … has improved my learning of the course … has improved my knowledge of marketing … has improved my knowledge of marketing strategies carried out by companies … has had a positive impact on my final grade of the course … has helped me to improve my ability to work in group … has helped me to elaborate and present ideas publically … has improved my skills in video editing tools … has improved my skills in using new Information and Communication Technologies … has improved my ability to summarize … has improved my creativity skills Emotions derived from the activity (Bagozzi et al., 2016) Carrying out the YouTube activity has made me feel … … excited (enthusiastic) … delighted … happy … fulfilled … proud … good in general … embarrassed … worried … anxious (stressed) … uncomfortable … frustrated … bad in general Satisfaction with the activity (Orús et al., 2016) Carrying out this activity has been interesting. I think that the development this activity has been correct. I am satisfied with the development of the activity. In general terms, I am satisfied with this activity. Behavioral intentions (Belanche, Casaló & Flavián, 2010) If I had to carry out a similar activity voluntarily in the future, I would have the intention to do it. I think that I will recommend other students to carry out this activity. Note: For the sake of simplicity, we only provide the items for the final questionnaire regarding perceptions of usefulness, ease of use, interactivity, and subjective learning. The same items were used in the first questionnaire, at the beginning of the semester, to measure the students’ expectations toward the activity. Instead of using “I think that carrying out the YouTube activity has been… (present perfect tense),” we worded “I expect the YouTube activity to be… (present simple tense).”

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Belanche, D., Casaló, L.V., Orús, C., Pérez-Rueda, A. (2020). Developing a Learning Network on YouTube: Analysis of Student Satisfaction with a Learner-Generated Content Activity. In: Peña-Ayala, A. (eds) Educational Networking. Lecture Notes in Social Networks. Springer, Cham. https://doi.org/10.1007/978-3-030-29973-6_6

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