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Running head: YOUTUBE & ADOBE CONNECT

A Review of the Literature on YouTube and Adobe Connect as Teaching Tools


Melinda L. Swander
University of Central Florida

YOUTUBE & ADOBE CONNECT

A Review of the Literature on YouTube & Adobe Connect as Teaching Tools


Choosing the right use of technology to promote learning and meet the desired objectives
can often be challenging for nurse educators (May, Wedgeworth, & Bigham, 2013). A wide
range of technologies are available that facilitate learning and have the potential to provide better
learning outcomes for students (Clifton & Mann, 2010). This review of the literature explored
the use of YouTube and Adobe Connect to facilitate learning and meet defined objectives in a
learning activity on the No Pass Zone.
YouTube
YouTube was launched in 2005 and quickly became one of the top sites for posting and
sharing on-line videos (Clifton & Mann, 2010). YouTube videos can be utilized to deliver
education, facilitate discussion, and provide a lasting visual of the content (Billings & Halstead,
2012). According to May, Wedgeworth, & Bigham (2013), YouTube videos can address all three
domains of Blooms Taxonomy: cognitive, affective, and psychomotor. Placing these video clips
within a lecture can help to break up content and offer a visual aide to reinforce content (Clifton
& Mann, 2010).
In 2007, Burke, Snyder, & Rager (2009) published a pilot study conducted in the
southeastern United States evaluating the use of YouTube videos among 24 professors. The
results of the study revealed that less than half (41.7%) of the faculty utilized YouTube in their
instruction. The study concluded that all active users of YouTube felt that this method of
instruction was optimal and outweighed other resources available to them (Burke, Snyder, &
Rager, 2009). This demonstrates when faculty is educated on available tools, such as YouTube,
they find value in them and believe they enhance the learning process.

YOUTUBE & ADOBE CONNECT

Buzzetto-More (2014) conducted a study to gain insight on the students perceptions of


the use of YouTube to enhance learning in an online course. The 221 participants were given an
online survey which included a combination of Likert-scale and short answer questions
(Buzzetto-More, 2014). Results from this study revealed that 70.7% of the learners either agreed
or agreed strongly that YouTube was a beneficial tool to engage them in the course (BuzzettoMore, 2014). Another interesting conclusion from this study is that 85.2% of the participants
stated that the length of the video impacted their decision on whether to watch the video clip or
not (Buzzetto-More, 2014). Nurse educators should consider this finding significant and choose
wisely when selecting a YouTube clips to compliment the learning.
Cardoso, Moreli, Braga, Vasques, Santos, & Carvalho (2012) conducted a quasiexperimental study evaluating an undergraduate nursing students performance on the
management of a totally implantable access port (TIAP). The study included 40 students and
evaluated them on the 35 steps identified in the preparation, insertion, and management of TIAP
(Cardoso et al., 2012). To ensure participants did not have prior knowledge of the skill prior to
viewing the video, those scoring 70% or greater were eliminated from the study (Cardoso et al.,
2012). Following the video, the average student performed 27.20 out of the 35 steps accurately
as demonstrated in the video (Cardoso et al., 2012). In addition, over 95% of the learners
concluded that the video was a useful tool to assist them in learning the skill (Cardoso et al.,
2012).
Adobe Connect
Online learning is becoming more and more prevalent with the advancement of
technology (Skylar, 2009). Adobe Connect is a synchronous interaction tool that facilitates
communication between users (Torun, 2013).

YOUTUBE & ADOBE CONNECT

In 2013, a group of 74 learners participated in a study over 13 weeks to evaluate the


perceived quality of synchronous discussions in an online web programming course (Torun,
2013). To collect the learners perceptions, a mixed methods design was utilized, which
included a 5-point Likert scale and short answer questionnaire (Torun, 2013). Results of the
study revealed that 83% of the learners felt that using Adobe Connect to introduce materials
assisted them in their learning (Torun, 2013).
In another study conducted in 2006, a comparison study design was used to evaluate the
performance and satisfaction among learners in an online course for general education with
synchronous web conferencing compared to an asynchronous web conferencing format (Skylar,
2009). Each of the 44 participants had exposure to both designs and their satisfaction was
measured using a 5-point Likert scale (Skylar, 2009). Analysis of the learners satisfaction
concluded that 73.2% of the students would choose to take a course with synchronous web
conferencing when compared to an asynchronous web conferencing format (Skylar, 2009).
Hrastinski (2008) also found favorable support for synchronous online learning when he
performed a research study of 27 participants in a course which offered both formats. To
evaluate the two methods, the researcher conducted telephone interviews which revealed that
participants felt that synchronous discussions were more like having a face-to-face conversation
and made them feel a sense of motivation and psychologically aroused (Hrastinski, 2008). His
study revealed that synchronous learning is best suited for learners to become more acquainted
and to assist in planning task when working in groups (Hrastinski, 2008).
Other Technologies Used
In addition to using YouTube to demonstrate the No Pass Zone and conducting online
discussions through Adobe Connect, a narrated PowerPoint was utilized to facilitate the learners

YOUTUBE & ADOBE CONNECT

understanding of the content. The narrated PowerPoint allowed the learners to receive
organizational specific information about the No Pass Zone both visually and audibly.
According to the University of Central Florida (2015), PowerPoint presentations can increase
learners focus, increase interactivity, and improve visual impact. Various technologies were
used throughout this online module to enhance the learning experience of students with varied
learning styles.
Summary of Learning Experience
This on-line module was designed to serve as a make-up session for staff on the
cardiology unit that were unable to attend the live skills lab. In efforts to achieve the same
learning goals accomplished in the simulation, multiple activities were chosen to facilitate the
learning. To compensate for the lecture given, the narrated PowerPoint was able to deliver the
same content covered. Although the participants were not paired up in groups to perform the No
Pass Zone, they were provided with a YouTube clip demonstrating the skill. Finally, the online
discussion conducted on Adobe Connect allowed the learners to discuss the initiative and
identify any questions they may have regarding the content of the module.
In reviewing the peer feedback provided based on Chickerings (1987) Seven Principles
for Good Practice in Undergraduate Education, additional details were added to emphasize time
on each task. An estimated time frame to complete each activity, such as the PowerPoint and
YouTube clip was added to the module to assist the student in managing their time. In addition,
more communication regarding expectations of the discussion replies were more clearly defined
for the student. Lastly, support was offered to the associates to encourage contact between the
educator and the learner.

YOUTUBE & ADOBE CONNECT

6
References

Billings, M. D., & Halstead, J. A. (2012). Teaching in nursing (4th ed.). Saint Louis, MO:
Elsevier-Saunders.
Burke, S., Snyder, S., & Rager, R. (2009). An assessment of faculty usage of YouTube as a
teaching resource. The Internet Journal of Allied Health Sciences and Practice, 7(1),1-8.
Retrieved from
http://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1227&context=ijahsp
Buzzetto-More, N. (2014). An examination of undergraduate student's perceptions and
predilections of the use of YouTube in the teaching and learning process.
Interdisciplinary Journal of E-Learning and Learning Objects, 10(1), 17-32.
Cardoso, A., Moreli, L., Braga, F., Vasques, C., Santos, C., & Caralho, E. (2012). Effect of a
video on developing skills in undergraduate nursing students for the management of total
implantable central venous access ports. Nursing Education Today, 32(6), 709-713.
Chickering, A., & Gamson, Z. (1987, Fall). Seven principles for good practice in undergraduate
education. Washington Center News. Available from
http://www.lonestar.edu/multimedia/SevenPrinciples.pdf
Clifton, A., & Mann, C. (2011). Can YouTube enhance student nurse learning? Nurse Education
Today, 31(4), 311-313.
Hrastinski, S. (2008). Asynchronous & synchronous e-learning. Educause Quarterly, 31(4), 5155.
May, O., Wedgeworth, M., & Bigham, A. (2013). Technology in nursing education: YouTube as
a teaching strategy. Journal of Pediatric Nursing, 28(4), 408-410.

YOUTUBE & ADOBE CONNECT

Skylar, A. (2009). A comparison of asynchronous online text-based lectures and synchronous


interactive web conferencing lectures. Issues in Teacher Education, 18(2), 69-84.
Torun, E. (2013). Synchronous interaction in online learning environments with Adobe Connect
Pro. Procedia-Social and Behavioral Sciences, 106 (4th International Conference on New
Horizon in Education), 2492-2499.
University of Central Florida (2015). Effective use of PowerPoint. Retrieved from
http://www.fctl.ucf.edu/teachingandlearningresources/technology/PowerPoint/index.php

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