Breslyn Wayne, Green Amy E
College of Education, University of Maryland, College Park, USA.
Discip Interdscip Sci Educ Res. 2022;4(1):13. doi: 10.1186/s43031-022-00051-4. Epub 2022 Apr 11.
This study investigates student and teacher use of online instructional YouTube chemistry videos in the context of the Covid-19 pandemic. Data were collected from a global sample of students ( = 1147) subscribed to the first author's popular chemistry education YouTube channel. Participants were in secondary school or college and reported having learned science in a variety of contexts including completely online, blended, or completely in-person. The data collection instrument, an online questionnaire, was designed to detect both quantitative and qualitative changes in the use of instructional video. In addition, statistics for the overall YouTube chemistry education channel for 2018 through 2021 were compiled to provide evidence of video viewing trends with a large sample (98.6 million video views) over a timeframe encompassing before and during the Covid-19 pandemic. Findings indicate that students' personal use of video for learning science increased substantially during the pandemic. However, for the majority of teachers, the use of video to support online learning during the pandemic either remained the same or declined. Post-pandemic, students plan to continue using science videos for learning and want teachers to do the same.
本研究调查了在新冠疫情背景下学生和教师对在线教学YouTube化学视频的使用情况。数据收集自全球范围内订阅了第一作者颇受欢迎的化学教育YouTube频道的1147名学生样本。参与者来自中学或大学，且表示在包括完全在线、混合式或完全面对面等多种情境下学习过科学课程。数据收集工具为一份在线问卷，旨在检测教学视频使用方面的定量和定性变化。此外，还汇编了2018年至2021年整个YouTube化学教育频道的统计数据，以提供在涵盖新冠疫情之前和期间的时间段内、来自大量样本（9860万次视频观看量）的视频观看趋势证据。研究结果表明，在疫情期间学生个人用于学习科学的视频使用量大幅增加。然而，对于大多数教师而言，疫情期间用于支持在线学习的视频使用量要么保持不变，要么有所下降。疫情后，学生计划继续使用科学视频进行学习，并希望教师也这样做。
