Empowering learners as the owners of feedback while YouTube‐ing

Abstract

Purpose

The application of a new technology (YouTube) can help lecturers in solving some of the issues related to workload and shifts support to students by giving them more responsibilities in their assessment. The purpose of this paper is to re‐characterize the role of the students in the assessment process.

Design/methodology/approach

Reflection on open‐ended questions, observation on the feedback process which occurs in YouTube and interviews are used to approach the research objectives: to identify the occurred process when empowerment role is given to the students in the assessment process; and determine the possibility of using YouTube in addressing teacher workload and changing student roles.

Findings

The findings show that YouTube, when correctly utilized together with proper scaffolding and thorough groundwork, can help lecturers address workload problems as well as affecting change in student roles while bringing about technological change in productive ways.

Research limitations/implications

The paper shows that assessment can be made via YouTube, a social entertainment tool, and suggests methods on how to use the features in YouTube for feedback.

Practical implications

Since YouTube is a social tool, the research indirectly guides the students or users in the appropriate use of technology, teaching them to be responsible digital citizens.

Originality/value

The paper looks into the possibility of using YouTube as an assessment tool.

Citation

Zher Ng, H. and Maznah Raja Hussain, R. (2009), "Empowering learners as the owners of feedback while YouTube‐ing", Interactive Technology and Smart Education, Vol. 6 No. 4, pp. 274-285. https://doi.org/10.1108/17415650911009254