YouTube as a source of professional development for kindergarten teachers: A quantitative analysis of micro-videos

Abstract

YouTube has evolved into a global platform for formal and informal education. It has become one of the most important methods of digital transformation in educational and training institutions. The research aims to find out whether YouTube videos can be a useful source for the professional development (PD) of teachers, trainees and professionals in the field of kindergarten. 380 videos were selected; and sorted according to specific criteria. 94 videos were included finally. The video style, number of views, length, likes and comments are specified. The research used quantitative analysis of videos using the Instructional Design Quality Framework (IDQF). The beneficiary’s response was compared using the Keller Learning Motivation Model (ARCS model), and the relationships between the variables of the two frameworks were determined using the Pearson correlation coefficient at a significance level (0.05). Correlation results indicated a strong negative relationship between video length and the number of views and likes. While a weak negative relationship was found between video length and comments on the IDQF design and the dimensions of the ARCS model, a strong positive relationship was found between summed IDQF assessment scores and liking. There was a strong positive relationship between evaluation of instructional design quality and positive comments on the IDQF items and dimensions of the ARCS model. The talking head was the most commonly used style in producing video clips. Beneficiaries preferred short video clips.