Science on TeacherTube: A Mixed Methods Analysis

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dc.contributor.advisorMaxwell, Joseph A.
dc.contributor.authorChmiel, Margaret
dc.creatorChmiel, Margaret
dc.date.accessioned2013-08-19T21:14:48Z
dc.date.available2013-08-19T21:14:48Z
dc.date.issued2013-08
dc.description.abstractIncreased bandwidth, inexpensive video cameras and easy-to-use video editing software have made social media sites featuring user generated video (UGV) an increasingly popular vehicle for online communication. As such, UGV have come to play a role in education, both formal and informal, but there has been little research on this topic in scholarly literature. In this mixed-methods study, a content and discourse analysis are used to describe the most successful UGV in the science channel of an education-focused site called TeacherTube. The analysis finds that state achievement tests, and their focus on vocabulary and recall-level knowledge, drive much of the content found on TeacherTube.
dc.format.extent216 pages
dc.identifier.urihttps://hdl.handle.net/1920/8339
dc.language.isoen
dc.rightsCopyright 2013 Margaret Chmiel
dc.subjectEducational technology
dc.subjectScience education
dc.subjectEducation
dc.subjectContent analysis
dc.subjectDiscourse analysis
dc.subjectScience communication
dc.subjectScience education
dc.subjectSocial media
dc.subjectUser generated video
dc.titleScience on TeacherTube: A Mixed Methods Analysis
dc.typeDissertation
thesis.degree.disciplineEducation
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral

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