{"id":388,"date":"2025-04-14T20:02:31","date_gmt":"2025-04-15T03:02:31","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/?p=388"},"modified":"2025-04-14T20:02:31","modified_gmt":"2025-04-15T03:02:31","slug":"activity-2-initial-summary-of-learning-event-and-delivery-technology-by-marion-g-kym-e-alex-n-asha-k","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/activity-2-initial-summary-of-learning-event-and-delivery-technology-by-marion-g-kym-e-alex-n-asha-k\/","title":{"rendered":"Activity 2 \u2013 Initial Summary of Learning Event and Delivery Technology (By Marion G., Kym E., Alex N., & Asha K.)"},"content":{"rendered":"\n

Our team is investigating YouTube as an educational delivery technology, focusing on the\u00a0English with Emma<\/em>\u00a0channel. We are critically exploring how YouTube facilitates informal, video-based language learning and what implications this modality has for accessibility, learner engagement, inclusivity, and the broader socio-political dimensions of educational technology.
YouTube has revolutionized the accessibility of education by enabling creators to reach global audiences with minimal barriers (Papadakis et al., 2023). The\u00a0English with Emma<\/em>\u00a0channel exemplifies how learners can access language lessons outside of traditional educational systems. The learning event in question is not a formal course but a series of bite-sized video tutorials designed to provide valuable English language skills, from basic grammar to conversational fluency. These lessons are self-directed, with users selecting videos based on their needs and interests, making learning highly individualized. This approach reflects a growing trend in digital learning that enables creators to upload, organize, and distribute educational material to a global audience without the constraints of formal learning environments (Brook, 2011).
Our background reading highlights both the promise and complexity of YouTube as a learning platform. Papadakis et al. (2023) discuss algorithmic influence and the pedagogical potential of educational YouTube videos. Ghaban and Selim (2022) map current research, noting how YouTube enables self-paced and accessible learning, yet reinforces inequalities. Saqr and Yusof (2023) emphasize engagement challenges and the need for pedagogical intentionality. Brook (2011) critiques dominant speaker identities and neoliberal language ideologies embedded in ESL video content. These insights, along with Selwyn\u2019s (2010) critique of educational technology, inform our inquiry into how YouTube\u2019s design, creator dynamics, and platform politics shape learner experience.
Based on these findings, we developed the following research questions:<\/p>\n\n\n\n

    \n
  1. To what extent does the YouTube channel promote active language learning strategies compared to traditional classroom methods?<\/li>\n\n\n\n
  2. How inclusive is the channel regarding captioning, subtitles, visual design, and speech clarity for diverse learners, including those with disabilities?<\/li>\n\n\n\n
  3. To what extent does the channel\u2019s open-access model reduce barriers for marginalized or low-income learners globally?<\/li>\n\n\n\n
  4. How are the lessons using short, focused content, and how does this help learners retain information and stay motivated?<\/li>\n<\/ol>\n\n\n\n

    These questions also connect to broader issues of diversity and accessibility: Who is able to access this information? Are accessibility decisions driven by learners, creators, or YouTube\u2019s algorithms? And who ultimately benefits?
    To explore these issues, we are examining how YouTube has modified how people choose and access learning through its design (layout, features, interactivity or lack thereof), assumptions (e.g., whether content creators understand the diverse needs and backgrounds of their audiences), and delivery (video format, pacing, accessibility features). Rather than focusing on potential, we are analyzing how the platform works in practice \u2014 who it includes, who it excludes, and why (Selwyn, 2010).
    We are looking at learner engagement, platform bias (for example, a student looking for English lessons may mostly see white, English-speaking creators, even though learners and educators exist globally), and accessibility, using videos from English with Emma<\/em> as our case study. We aim to connect these issues to learning theory and broader concepts of inclusion. Our inquiry posits: is passive video learning truly accessible, or does it reinforce existing inequities? (589 words)<\/p>\n\n\n\n

    References<\/strong><\/p>\n\n\n\n

    Brook, J. (2011). YouTube and English language learners: A content analysis of educational videos.\u00a0TESOL Working Papers Series, 9<\/em>(1), 1\u201310.\u00a0https:\/\/www.hpu.edu\/research-publications\/tesol-working-papers\/2011\/9_1-2_Brook.pdf<\/a>
    Ghaban, W., & Selim, A. (2022). YouTube and education: A scoping review.\u00a0Frontiers in Education, 7<\/em>, 970200.\u00a0    https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2022.970200\/full<\/a>
    Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2023). Algorithmic bias and educational design on YouTube: A critical perspective.\u00a0Computers, 12<\/em>(2), 24.\u00a0    https:\/\/www.mdpi.com\/2073-431X\/12\/2\/24<\/a>
    Saqr, M., & Yusof, N. (2023). Engagement challenges in YouTube-based learning.\u00a0International Journal of Emerging Technologies in Learning, 18<\/em>(10), 132\u2013145.\u00a0    https:\/\/doi.org\/10.3991\/ijet.v18i10.38893<\/a>
    Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology.\u00a0Journal of Computer Assisted Learning, 26<\/em>(1), 65\u201373.\u00a0    https:\/\/doi.org\/10.1111\/j.1365-2729.2009.00338.x<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

    Our team is investigating YouTube as an educational delivery technology, focusing on the\u00a0English with Emma\u00a0channel. We are critically exploring how YouTube facilitates informal, video-based language learning and what implications this modality has for accessibility, learner engagement, inclusivity, and the broader socio-political dimensions of educational technology.YouTube has revolutionized the accessibility of education by enabling creators to […]<\/p>\n","protected":false},"author":270,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9],"tags":[91,90,87,20,92],"class_list":["post-388","post","type-post","status-publish","format-standard","hentry","category-lrnt526","tag-delivery-tech","tag-learning-event","tag-lrnt526","tag-malat","tag-reflection-questions"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/wp-json\/wp\/v2\/posts\/388","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/wp-json\/wp\/v2\/users\/270"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/wp-json\/wp\/v2\/comments?post=388"}],"version-history":[{"count":1,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/wp-json\/wp\/v2\/posts\/388\/revisions"}],"predecessor-version":[{"id":389,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/wp-json\/wp\/v2\/posts\/388\/revisions\/389"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/wp-json\/wp\/v2\/media?parent=388"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/wp-json\/wp\/v2\/categories?post=388"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0260\/wp-json\/wp\/v2\/tags?post=388"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}