Enhancing Student Interactions in Online Learning: A Case of Using YouTube in a Distance Learning Module in a Higher Education Institution in Uganda

Proscovia Namubiru Ssentamu; Dick Ng’ambi; Emily Bagarukayo; Rehema Baguma; Harriet Mutambo Nabushawo; Christine Nalubowa

doi:doi:10.11648/j.her.20200504.11

Enhancing Student Interactions in Online Learning: A Case of Using YouTube in a Distance Learning Module in a Higher Education Institution in Uganda

Proscovia Namubiru Ssentamu, Dick Ng’ambi, Emily Bagarukayo, Rehema Baguma, Harriet Mutambo Nabushawo, Christine Nalubowa

Published in Higher Education Research (Volume 5, Issue 4)

Received: 19 April 2020 Accepted: 14 May 2020 Published: 15 June 2020

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Abstract

One of the challenges facing higher education institutions in general and Uganda in particular, is the widening gulf between increased use of technology for teaching and learning and achieving meaningful learning outcomes, especially in the face of the COVID-19 pandemic. In this paper, we report on one use of technology where a teacher’s integration of YouTube videos in teaching increased students’ levels of interaction with the content of the video, with peers and with the instructor (teacher). Guided by the sequential mixed-method design, a series of online learning activities were designed and matched with a carefully selected YouTube video. The activity was piloted and refined for use on purposefully selected teaching staff. The staff watched the videos that were uploaded on the Virtual Learning Environment (VLE) and responded to online learning tasks at individual and group levels. The VLE served as a knowledge sharing space for reflections. The paper concludes that lesson design was critical in enriching the VLE with carefully selected YouTube videos. Our key recommendations are: focus on the learning outcomes, design for the desired interactions, build into the task reflections, and decide whether to pre-select YouTube videos for students or to allow students to find appropriate YouTube videos; use reflections and knowledge sharing spaces. Further work has built reflective questions in the video which allows student to pause and reflect.

Published in	Higher Education Research (Volume 5, Issue 4)
DOI	10.11648/j.her.20200504.11
Page(s)	103-116
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Digital Taxonomy, Distance Learning, Higher Education, Interactive Learning, Student Pedagogical Support, Virtual Learning Environment, YouTube

References

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APA Style

Proscovia Namubiru Ssentamu, Dick Ng’ambi, Emily Bagarukayo, Rehema Baguma, Harriet Mutambo Nabushawo, et al. (2020). Enhancing Student Interactions in Online Learning: A Case of Using YouTube in a Distance Learning Module in a Higher Education Institution in Uganda. Higher Education Research, 5(4), 103-116. https://doi.org/10.11648/j.her.20200504.11

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Proscovia Namubiru Ssentamu; Dick Ng’ambi; Emily Bagarukayo; Rehema Baguma; Harriet Mutambo Nabushawo, et al. Enhancing Student Interactions in Online Learning: A Case of Using YouTube in a Distance Learning Module in a Higher Education Institution in Uganda. High. Educ. Res. 2020, 5(4), 103-116. doi: 10.11648/j.her.20200504.11

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AMA Style

Proscovia Namubiru Ssentamu, Dick Ng’ambi, Emily Bagarukayo, Rehema Baguma, Harriet Mutambo Nabushawo, et al. Enhancing Student Interactions in Online Learning: A Case of Using YouTube in a Distance Learning Module in a Higher Education Institution in Uganda. High Educ Res. 2020;5(4):103-116. doi: 10.11648/j.her.20200504.11

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@article{10.11648/j.her.20200504.11,
  author = {Proscovia Namubiru Ssentamu and Dick Ng’ambi and Emily Bagarukayo and Rehema Baguma and Harriet Mutambo Nabushawo and Christine Nalubowa},
  title = {Enhancing Student Interactions in Online Learning: A Case of Using YouTube in a Distance Learning Module in a Higher Education Institution in Uganda},
  journal = {Higher Education Research},
  volume = {5},
  number = {4},
  pages = {103-116},
  doi = {10.11648/j.her.20200504.11},
  url = {https://doi.org/10.11648/j.her.20200504.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20200504.11},
  abstract = {One of the challenges facing higher education institutions in general and Uganda in particular, is the widening gulf between increased use of technology for teaching and learning and achieving meaningful learning outcomes, especially in the face of the COVID-19 pandemic. In this paper, we report on one use of technology where a teacher’s integration of YouTube videos in teaching increased students’ levels of interaction with the content of the video, with peers and with the instructor (teacher). Guided by the sequential mixed-method design, a series of online learning activities were designed and matched with a carefully selected YouTube video. The activity was piloted and refined for use on purposefully selected teaching staff. The staff watched the videos that were uploaded on the Virtual Learning Environment (VLE) and responded to online learning tasks at individual and group levels. The VLE served as a knowledge sharing space for reflections. The paper concludes that lesson design was critical in enriching the VLE with carefully selected YouTube videos. Our key recommendations are: focus on the learning outcomes, design for the desired interactions, build into the task reflections, and decide whether to pre-select YouTube videos for students or to allow students to find appropriate YouTube videos; use reflections and knowledge sharing spaces. Further work has built reflective questions in the video which allows student to pause and reflect.},
 year = {2020}
}

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TY  - JOUR
T1  - Enhancing Student Interactions in Online Learning: A Case of Using YouTube in a Distance Learning Module in a Higher Education Institution in Uganda
AU  - Proscovia Namubiru Ssentamu
AU  - Dick Ng’ambi
AU  - Emily Bagarukayo
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AU  - Harriet Mutambo Nabushawo
AU  - Christine Nalubowa
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AB  - One of the challenges facing higher education institutions in general and Uganda in particular, is the widening gulf between increased use of technology for teaching and learning and achieving meaningful learning outcomes, especially in the face of the COVID-19 pandemic. In this paper, we report on one use of technology where a teacher’s integration of YouTube videos in teaching increased students’ levels of interaction with the content of the video, with peers and with the instructor (teacher). Guided by the sequential mixed-method design, a series of online learning activities were designed and matched with a carefully selected YouTube video. The activity was piloted and refined for use on purposefully selected teaching staff. The staff watched the videos that were uploaded on the Virtual Learning Environment (VLE) and responded to online learning tasks at individual and group levels. The VLE served as a knowledge sharing space for reflections. The paper concludes that lesson design was critical in enriching the VLE with carefully selected YouTube videos. Our key recommendations are: focus on the learning outcomes, design for the desired interactions, build into the task reflections, and decide whether to pre-select YouTube videos for students or to allow students to find appropriate YouTube videos; use reflections and knowledge sharing spaces. Further work has built reflective questions in the video which allows student to pause and reflect.
VL  - 5
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Author Information

Proscovia Namubiru Ssentamu

Department of Educational Leadership and Management, School of Management Sciences, Uganda Management Institute, Kampala, Uganda
Dick Ng’ambi

Educational Technology Inquiry Lab, School of Education, University of Cape Town, Cape Town, South Africa
Emily Bagarukayo

Department of Information Systems, School of Computing and Informatics Technology, College of Computing and Information Sciences, Makerere University, Kampala, Uganda
Rehema Baguma

Department of Information Systems, School of Computing and Informatics Technology, College of Computing and Information Sciences, Makerere University, Kampala, Uganda
Harriet Mutambo Nabushawo

Department of Open, Distance and eLearning, School of Distance and Lifelong Learning, College of Education and External Studies, Makerere University, Kampala, Uganda
Christine Nalubowa

Department of Regulation and Compliance, Directorate of Regulation and Legal Services, National Information Technology Authority, Kampala, Uganda

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Proscovia Namubiru Ssentamu, Dick Ng’ambi, Emily Bagarukayo, Rehema Baguma, Harriet Mutambo Nabushawo, et al. (2020). Enhancing Student Interactions in Online Learning: A Case of Using YouTube in a Distance Learning Module in a Higher Education Institution in Uganda. Higher Education Research, 5(4), 103-116. https://doi.org/10.11648/j.her.20200504.11

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ACS Style

Proscovia Namubiru Ssentamu; Dick Ng’ambi; Emily Bagarukayo; Rehema Baguma; Harriet Mutambo Nabushawo, et al. Enhancing Student Interactions in Online Learning: A Case of Using YouTube in a Distance Learning Module in a Higher Education Institution in Uganda. High. Educ. Res. 2020, 5(4), 103-116. doi: 10.11648/j.her.20200504.11

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AMA Style

Proscovia Namubiru Ssentamu, Dick Ng’ambi, Emily Bagarukayo, Rehema Baguma, Harriet Mutambo Nabushawo, et al. Enhancing Student Interactions in Online Learning: A Case of Using YouTube in a Distance Learning Module in a Higher Education Institution in Uganda. High Educ Res. 2020;5(4):103-116. doi: 10.11648/j.her.20200504.11

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@article{10.11648/j.her.20200504.11,
  author = {Proscovia Namubiru Ssentamu and Dick Ng’ambi and Emily Bagarukayo and Rehema Baguma and Harriet Mutambo Nabushawo and Christine Nalubowa},
  title = {Enhancing Student Interactions in Online Learning: A Case of Using YouTube in a Distance Learning Module in a Higher Education Institution in Uganda},
  journal = {Higher Education Research},
  volume = {5},
  number = {4},
  pages = {103-116},
  doi = {10.11648/j.her.20200504.11},
  url = {https://doi.org/10.11648/j.her.20200504.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20200504.11},
  abstract = {One of the challenges facing higher education institutions in general and Uganda in particular, is the widening gulf between increased use of technology for teaching and learning and achieving meaningful learning outcomes, especially in the face of the COVID-19 pandemic. In this paper, we report on one use of technology where a teacher’s integration of YouTube videos in teaching increased students’ levels of interaction with the content of the video, with peers and with the instructor (teacher). Guided by the sequential mixed-method design, a series of online learning activities were designed and matched with a carefully selected YouTube video. The activity was piloted and refined for use on purposefully selected teaching staff. The staff watched the videos that were uploaded on the Virtual Learning Environment (VLE) and responded to online learning tasks at individual and group levels. The VLE served as a knowledge sharing space for reflections. The paper concludes that lesson design was critical in enriching the VLE with carefully selected YouTube videos. Our key recommendations are: focus on the learning outcomes, design for the desired interactions, build into the task reflections, and decide whether to pre-select YouTube videos for students or to allow students to find appropriate YouTube videos; use reflections and knowledge sharing spaces. Further work has built reflective questions in the video which allows student to pause and reflect.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - Enhancing Student Interactions in Online Learning: A Case of Using YouTube in a Distance Learning Module in a Higher Education Institution in Uganda
AU  - Proscovia Namubiru Ssentamu
AU  - Dick Ng’ambi
AU  - Emily Bagarukayo
AU  - Rehema Baguma
AU  - Harriet Mutambo Nabushawo
AU  - Christine Nalubowa
Y1  - 2020/06/15
PY  - 2020
N1  - https://doi.org/10.11648/j.her.20200504.11
DO  - 10.11648/j.her.20200504.11
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 103
EP  - 116
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20200504.11
AB  - One of the challenges facing higher education institutions in general and Uganda in particular, is the widening gulf between increased use of technology for teaching and learning and achieving meaningful learning outcomes, especially in the face of the COVID-19 pandemic. In this paper, we report on one use of technology where a teacher’s integration of YouTube videos in teaching increased students’ levels of interaction with the content of the video, with peers and with the instructor (teacher). Guided by the sequential mixed-method design, a series of online learning activities were designed and matched with a carefully selected YouTube video. The activity was piloted and refined for use on purposefully selected teaching staff. The staff watched the videos that were uploaded on the Virtual Learning Environment (VLE) and responded to online learning tasks at individual and group levels. The VLE served as a knowledge sharing space for reflections. The paper concludes that lesson design was critical in enriching the VLE with carefully selected YouTube videos. Our key recommendations are: focus on the learning outcomes, design for the desired interactions, build into the task reflections, and decide whether to pre-select YouTube videos for students or to allow students to find appropriate YouTube videos; use reflections and knowledge sharing spaces. Further work has built reflective questions in the video which allows student to pause and reflect.
VL  - 5
IS  - 4
ER  -

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