The Emergence of a Content Acceptance Model (CAM): New Thoughts Regarding the Trial, Adoption, and Usage of New Media

New Media is defined not by the technology that it is based on but rather on individual level attributes that contribute to the development of new artifacts, practices and social arrangements. However, existing technology adoption models tend to stress technology and organizational level attributes over such individual level characteristics. This suggests that new models are required in order to fully capture how the New Media adoption process works. We are moving away from organizational and technology adoption focus and towards an individual and content adoption focus. A review of existing technology acceptance models reveals that the content provided by these systems is often not considered by these models. A qualitative analysis of 80 in-depth semistructured interviews revealed that it is the content which often drives the trial, use, adoption, and diffusion of New Media systems. A new way of thinking, focusing on individual and content adoption, leads to the emergence of a Content Acceptance Model (CAM): new thoughts regarding the trial, adoption, and usage of New Media

Online science videos: An exploratory study with major professional content providers in the United Kingdom

We present an exploratory study of science communication via online video through various UK-based YouTube science content providers. We interviewed five people responsible for eight of the most viewed and subscribed professionally generated content channels. The study reveals that the immense potential of online video as a science communication tool is widely acknowledged, especially regarding the possibility of establishing a dialogue with the audience and of experimenting with different formats. It also shows that some online video channels fully exploit this potential whilst others focus on providing a supplementary platform for other kinds of science communication, such as print or TV

Getting Online With Generation Z: Learning Approaches

This e-Delphi study explored learning approaches, as defined by Generation Z (Gen Z) learners, in online academic settings and nonacademic settings. It also considered differences between the two panels (38 participants in each panel, representing 39 states) of learners (Academic and Nonacademic) and compared current literature-supported best practices to the learning approaches generated by participants in this study. The Academic panel participants reached consensus on six of the 56 learning approaches: (a) completing course material; (b) rely on self; (c) projects that I can choose what to do and learn material by myself; (d) search Internet; (e) ask expert; and (f) work/discuss with others in class. Additionally, two themes emerged: (1) Guidance with subthemes (a) clear expectations and (b) ask to get a response and (2) Reliance on Self. Thematic analysis of the Academic panel participant data identified two themes: (1) Guidance with subthemes (a) clear expectations and (b) ask to get a response and (2) Reliance on Self. The Nonacademic panel participants reached consensus on 10 of the 37 learning approaches: (a) search online; (b) search for online resources, which are detailed; (c) very detailed, written instructions; (d) try to learn a new skill by self; (e) projects that I can choose what to do and learn material by self; (f) visual examples of finished projects; (g) videos that show me how to do the project; (h) ask expert; (i) ask in social media group; and (j) watch video. Thematic analysis of the Nonacademic panel participant data identified two themes (1) Recommendations and (2) Search Online. The driving learning approach for the Academic panel participants was identified as seeking a guide, while the Nonacademic panel participants sought recommendations to aid them in the learning process. This study added to the limited literature on Gen Z, and offered suggestions for educators to enhance Gen Z learning experiences. Key words: Generation Z, Gen Z, learning approaches, online learning, deep learning, deep learning for transfer/application outcomes, higher education, pedagogical practices, The Delphi method

“Just Don’t Bore Us To Death”: Seventh Graders’ Perceptions of Flipping a Technology-Mediated English Language Arts Unit

This mixed methods study aimed to assess student engagement during the flipped model of instruction in two seventh-grade English language arts (ELA) classrooms. Implementation of the flipped model required students (n=183) and teachers (n=2) to use digital technology via a website and teacher-made videos. It compared student perceptions during a flipped unit to those same students’ perceptions during a traditionally taught unit. A hybrid embedded design and case study interviews were used to assess students’ cognitive, emotional, and behavioral engagement. Data analysis revealed that overall student engagement decreased in the flipped unit and that students were divided in their reactions to the flipped method with one student poignantly writing on the survey, “Just don’t bore us to death.” This work is significant in that it is among the first to examine whether course content matters when utilizing the flipped method and whether student engagement in the traditional ELA curriculum is unique due its emphasis on discussion and holistic assessment

THE MILLENNIAL KIAIS

The development of social media technology provides people with more accessible information about religious knowledge. Everyone can learn the religion from social media, particularly Youtube. This phenomenon seems to force young Nahdlatul Ulama (NU) kiais (religious experts) such as Gus Baha, Gus Miftah, and Gus Muwafiq to be more adaptive and familiar to social media platform, like Youtube. This makes them close to being called “the millennial kiais.” Using a phenomenological approach based on observations on Youtube, this paper examines the performance of millennial kiais in carrying out the process of dakwah (Islamic proselytization) and in becoming role models for social education as they do. The educational interaction carried out by these millennial kiais on Youtube seems to be very effective in attracting the interest of wider citizens. The number of their viewers reaches between four to eight million in one year. The number of videos viewed is around one hundred. The model of social education introduced by these millennial kiais is analyzed through the Bandura theory which starts through a process of stimulation and observation and is followed by a process in mental cognition, which creates motivation and demands a response by clicking the likes button and subscribing comments. The response marks the beginning of a constant change of behavior

Developing EFL students’ critical intercultural awareness in the Indonesian tertiary context : the use of video clip-assisted intercultural tasks

Critical intercultural awareness is an essential social element that fosters a willingness to interact and helps communicate effectively with people from diverse linguistic and cultural backgrounds. However, in the Indonesian higher education context, little effort has been made to promote the critical intercultural awareness (CIA) of students in English as a foreign language (EFL) classrooms. Anchored in Byram’s (1997) intercultural communication competence framework, this research project examines the ongoing development of students’ CIA through a ten-week pedagogical intervention using culturally appropriate YouTube clips with intercultural learning tasks on authentic input, noticing, reflection, and verbal output. It particularly investigates what emergent CIA attributes students can demonstrate and how. It also develops a model of intercultural awareness-based learning and explores students’ responses to the model after engaging in the intercultural learning tasks. This study employed a mixed-methods approach with concurrent triangulation design, involving a cohort of 50 undergraduate participants of mixed gender in five different faculties and from varying ethnic groups. Both quantitative and qualitative data were collected to address the overarching research question: ‘Can Indonesian EFL students enhance their CIA by participating in a ten-week intercultural learning intervention using video clip-assisted intercultural tasks?’ The results showed a significant difference (Sig. 2-tailed value .001, p < .05) in participants’ CIA scores after the ten-week learning program. It also revealed that gender, faculty and ethnicity did not contribute significantly to the development of students’ CIA. The qualitative findings corroborated the quantitative findings, demonstrating that continuous authentic exposure to cultural issues through YouTube clip-assisted intercultural tasks could assist students in building their CIA. This study also found that all participants had positive perceptions of intercultural awareness-based learning. The YouTube clips functioned as culturally laden learning materials exposing intercultural realities and encounters, while the intercultural tasks assisted students in making meanings of the sociocultural issues portrayed in the clips. The teacher’s instructional scaffolding further played a vital role in helping them improve their intercultural learning and understanding. Despite the benefits of intercultural awareness-based learning, the participants reported several challenges that stem from both internal and external factors. Given these findings, some implications are drawn for Indonesian university EFL teachers and curriculum developers to integrate intercultural aspects into course syllabi and classroom practices

What Is the Participant Learning Experience Like Using YouTube to Study a Foreign Language?

This research is to explore and understand participants\u27 experience using YouTube to learn a foreign language. YouTube and learning has become more and more popular in the recent years. The finding of this research will be adding more understanding to the emerging body of knowledge of YouTube phenomenon. In this research, there are three interviews and two questionnaires. The interviews are conducted to find in-depth responses from participants; the questionnaires are used to inquire demographic and basic information about the participants. There are twelve themes found in this research. These themes reflect on the perceived experience using YouTube to learn a foreign language from participants. Among the twelve themes, there are two themes that contributed to positive perception of the experience, three themes contributed to negative perception of the experience; and seven themes contributed to neutral perception of the experience. Finding suggests that multiple factors may impact participants\u27 experience. These factors may be personal or external, or both. The significance of the finding is to explore the experience and find the re-applicability for future studie

From Silent Film to YouTube™ : Tracing the Historical Roots of Motion Picture Technologies in Education

This article traces the historical roots of YouTube™ and online video to examine it within the context of educational motion picture history. The current state of online video is discussed first followed by a thematic analysis of the history of educational motion pictures from silent film to YouTube. The historical literature reveals recurring themes and issues, which include: (1) the intrinsic advantages of motion picture technologies, (2) differing opinions about the benefits of film and video, and (3) access and equipment issues. Previous historical accounts fall short of addressing how these themes connect to online video. The potential future of online video is discussed in the conclusion

Identifying industry defined best practices within educational YouTube content, an exploratory study

Master's Project (M.A.) University of Alaska Fairbanks, 201