Learning Through Vlogging: Understanding, Critiquing, and Providing Solutions
Abstract
Using information technology in the classroom is now seen as students’ most effective teaching approach. They could acquire a particular knowledge more rapidly after playing a particular game. This way of learning is more readily accepted than the explanation provided by the instructor. This study aimed to investigate the applicability of project-based learning to the consumption of economics-related content on YouTube. Not only did this kind of instruction result in the production of video content for educational purposes, but it also benefited students in gaining a theoretical and practical grasp of economics by establishing it on actual events that occurred in the real world. With the quantitative method of t-analysis, when compared to other methods, the results of this study demonstrated that vlogging as a means of education had a substantial impact.
Keywords: project-based learning, YouTube, video blog, learning, education
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