This article, by Ana María Beltrán-Flandoli, Amor Pérez-Rodríguez, and Julio-César Mateus, explores the integration of YouTube into the pedagogical practices of Ibero-American universities and provides a comprehensive literature review on how YouTube has been utilized as an educational tool in higher education, particularly accentuated by the shifts necessitated by the COVID-19 pandemic.
The authors analyze various research positions by examining bibliographic information, study populations, theoretical-methodological approaches, and the educational uses of YouTube. The findings indicate a significant increase in research related to YouTube's educational use during the pandemic, with undergraduate studies being the most prominent focus.
.jpg)
The review highlights YouTube's potential in creating video catalogs for teaching-learning practices, content production, reinforcement, and assessment of learning. Despite its innovative potential, the study emphasizes the need for critical consideration of YouTube's pedagogical capabilities, teacher training, and addressing the digital divide in didactic usage.
The article concludes that while YouTube is a valid methodological tool for educational innovation, universities and educators must work towards enhancing its effectiveness and relevance in fostering innovative practices.
YOU CAN ACCESS THE FULL ARTICLE HERE
---
How to cite: Beltrán-Flandoli, A. M., Pérez-Rodríguez, A., & Mateus, J.-C. (2023). YouTube as a Cyber-Classroom. Critical Review of its Pedagogical Use at Ibero-American University. RIED. Revista Iberoamericana de Educación a Distancia, 26(1), 287–306. https://doi.org/10.5944/ried.26.1.34372
