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YOUTUBE TÜRKİYE’DE GİTAR EĞİTİMİ VİDEOLARININ ÇOKLU ORTAM TASARIMI İLKELERİNE GÖRE İNCELENMESİ

Year 2023, Volume: 13 Issue: 3, 1844 - 1865, 25.09.2023
https://doi.org/10.30783/nevsosbilen.1302347

Abstract

Teknolojinin ilerlemesiyle birlikte, eğitim içeriklerinin video formatında sunulduğu videoların sayısı hızla artmaktadır. Günümüzde müzik alanında hem hobi amaçlı hem de profesyonel olarak kendini geliştirmek isteyen herkes, birçok video içeriğine erişebilmektedir. Yaş ayrımı olmadan bu alanda pek çok içeriğe ulaşılabilecek platformlardan biri YouTube’dur ve Türkiye’de en çok eğitimi aranan enstrümanlardan biri gitar eğitimidir. Bu çalışmanın amacı YouTube platformunda Türkçe gitar eğitimi veren en popüler videoların çoklu ortam tasarımı ilkelerine göre incelenmesidir. Araştırma, içerik analizi yöntemiyle gerçekleştirilmiştir. Mayer'in çoklu ortam tasarımı ilkeleri olan tutarlılık, dikkat çekme, konumsal yakınlık, zamansal yakınlık, parçalara bölme, çoklu ortam ve kişiselleştirme ilkeleri temel alınarak yapılmıştır. Araştırma sonucunda incelenen videoların genel olarak çoklu ortam tasarımı ilkelerine uygun bir şekilde hazırlandığı belirlenmiştir. Bununla birlikte, geliştirilmesi gereken ilkeler de ortaya çıkmıştır.

References

  • Albert, D. J. (2015). Social Media in Music Education: Extending Learning to Where Students Live. Music Educators Journal, 102 (2): 31–38.https://doi.org/10.1177/0027432115606976.
  • Alexa (2022, January 24). The top 500 sites on the web. Alexa. Retrieved from https://web.archive.org/web/20220118000917/https://www.alexa.com/topsites
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  • Amos, N. (2021). Utilizing Case Studies to Increase Engagement and Better Learning Outcomes in Secondary Science Education. Learning to Teach Language Arts, Mathematics, Science, and Social Studies Through Research and Practice, 10(1). Retrieved from https://openjournals.utoledo.edu/index.php/learningtoteach/article/view/505
  • Arnold, A. (2017). Primary hyperparathyroidism: molecular genetic insights and clinical implications. Presented at Society for Endocrinology BES, Harrogate, UK. Endocrine Abstracts, 50, PL1.
  • Brook, J., & Upitis, R. (2015). Can an online tool support contemporary independent music teaching and learning? Music Education Research, 17(1), 34-47. https://doi.org/10.1080/14613808.2014.969217.
  • Camm, C. F., Russell, E., Xu, A. J., & Rajappan, K. (2018). Does YouTube provide high-quality resources for patient education on atrial fibrillation ablation? International Journal of Cardiology, 272, 189-193.
  • Cayari, C. (2011). The YouTube effect: How YouTube has provided new ways to consume, create, and share music. International Journal of Education & the Arts, 12(6), 1-30.
  • Cayari, C. (2014). Using informal education through music video creation. General Music Today, 27(3), 17-22. https://doi.org/10.1177/1048371313492537.
  • Denzin, N. K., & Lincoln, Y. S. (Eds.). (2018). The SAGE Handbook of Qualitative Research (5th ed.). Los Angeles, CA: Sage.
  • Dursun, Ö. Ö., & Odabaşı, H. F. (2017). Çoklu Ortam Tasarımı Kitabı. Pegem Akademi Yayıncılık.
  • Esim, F. D. (2021). Eğitim Bilişim Ağı’ndaki (EBA) ortaokul matematik içeriklerine yönelik hazırlanan videoların çoklu ortam tasarım ilkelerine göre incelenmesi. Yüksek Lisans Tezi. Adana: Çukurova Üniversitesi.
  • Ganchoudhuri, S., & Wellman, B. (2020). Reflections from the Field of New Media and Sociology: Networked Music Learning. In The Oxford Handbook of Social Media and Music Learning, edited by J. L.Waldron, Stephanie Horsley, and K. K. Veblen, 105–109. New York: Oxford University Press.
  • Gulum, O. (2023). YouTube comments on violin instruction videos: An analysis of comments in Turkish. Music Education Research, 1–14. https://doi.org/10.1080/14613808.2023.2244535
  • Hamza, Z. A. & Hammad, M. (2020). Generating Test Sequences from UML Use Case Diagram: A Case Study. Second International Sustainability and Resilience Conference: Technology and Innovation in Building Designs(51154), Sakheer, Bahrain, pp. 1-6, doi: 10.1109/IEEECONF51154.2020.9319979.
  • Harrell, K. M., McGinn, M. J., Edwards, C. D., Warren Foster, K., & Meredith, M. A. (2021). Crashing from cadaver to computer: Covid‐driven crisis‐mode pedagogy Spawns Active Online Substitute for teaching gross anatomy. Anatomical Sciences Education, 14(5), 536–551. https://doi.org/10.1002/ase.2121.
  • İşbulan, O., Arslan, E., Alkaya, E., & Selvi, G. (2020). Eğitim Bilişim Ağı’nda (EBA) yer alan çoklu ortam uygulamalarının çoklu ortam öğrenme ilkeleri açısından değerlendirilmesi. PESA Uluslararası Sosyal Araştırmalar Dergisi, 6(2), 182-196.
  • Kavoori, A. (2015). Making sense of YouTube. Global Media Journal, 13(24)
  • Kellner, D., & Kim, G. (2010). YouTube, critical pedagogy, and Media Activism. Review of Education, Pedagogy, and Cultural Studies, 32(1), 3–36. https://doi.org/10.1080/10714410903482658
  • Kruse, N. B., & Veblen, K. (2012). Music Teaching and Learning Online: Considering YouTube InstructionalVideos. Journal of Music, Technology & Education, 5(1):77–87. https://doi.org/10.1386/jmte.5.1.77_1.
  • Lange, C., & Costley, J. (2020). Improving online video lectures: Learning challenges created by Media. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00190-6.
  • Leymun, Ş. O., Odabaşı, H. F., & Yurdakul, I. K. (2017). Eğitim ortamlarında durum çalışmasının önemi. Eğitimde Nitel Araştırmalar Dergisi, 5(3), 367-385.
  • Liman Kaban, A. (2021). EFL Students’ Personalized Reading Experiences and its Influence on Engagement and Online Presences. Shanlax International Journal of Education, 9(4), 196-209. https://doi.org/10.34293/education.v9i4.4113.
  • Liman Kaban, A., & Karadeniz, S. (2021). Children’s Reading Comprehension and Motivation on Screen Versus on Paper. SAGE Open, 11(1). https://doi.org/10.1177/2158244020988849.
  • Malakul, S., & Park, I. (2023). The effects of using an auto-subtitle system in educational videos to facilitate learning for secondary school students: learning comprehension, cognitive load, and satisfaction. Smart Learning Environments, 10 (4). https://doi.org/10.1186/s40561-023-00224-2.
  • Marone, V., & Rodriguez, R. C. (2019). “what’s so awesome with YouTube”: Learning music with social media celebrities. Online Journal of Communication and Media Technologies, 9(4). https://doi.org/10.29333/ojcmt/5955.
  • Magnone, K. Q., Ebert, J. A., Creeden, R., Karlock, G., Loveday, M., Blake, E., Pratt, J. M., Schafer, A. G., & Yezierski, E. J. (2023). Cognitively loaded: An investigation of educational chemistry youtube videos’ adherence to Mayer’s multimedia principles. Journal of Chemical Education, 100(2), 432–441. https://doi.org/10.1021/acs.jchemed.2c00591 .
  • Mayer, R. E. (2021). Evidence-based principles for how to design effective instructional videos. Journal of Applied Research in Memory and Cognition, 10(2), 229–240. https://doi.org/10.1016/j.jarmac.2021.03.007
  • Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187–198. https://doi.org/10.1037/0022-0663.93.1.187 .
  • Neumann, M.M., & Herodotou, C. (2020). Evaluating YouTube videos for young children. Education and Information Technologies, 25, 4459–4475 https://doi.org/10.1007/s10639-020-10183-7
  • Özerbaş, M. A. , Safi, B. N. & Türkoğlu, Ş. (2021). Hayat Bilgisi Dersinde Kullanılan Dijital Platformların Çoklu Ortam Tasarım İlkelerine Göre Değerlendirilmesi . Türk Eğitim Bilimleri Dergisi , 19 (1) , 421-437 . DOI: 10.37217/tebd.872751.
  • Paivio, A. (2014). Mind and its evolution: A dual coding theoretical approach. Psychology Press.
  • Papadamou, K., Papasavva, A., Zannettou, S., Blackburn, J., Kourtellis, N., Leontiadis, I., Stringhini, G., & Sirivianos, M. (2019). Disturbed YouTube for kids: Characterizing and detecting inappropriate videos targeting young children. Computer Science: Social and Information Networks. Retrieved online from: https://arxiv.org/pdf/1901.07046.pdf.
  • Pînzaru, F., & Mitan, A. (2012). Social media and marketing of the “popcorn” music wave: The success of Romanian commercial musicians analysed through their perceived image on Facebook and YouTube. Economics & Sociology, 5(2), 125-138. Retrieved from http://search.proquest.com/docview/1356459453?accountid=7122
  • Rudolph, T. & Frankel, J. (2009). YouTube in Music Education. Milwaukee: Hal Leonard Corporation.
  • Soukup, P. A. (2014). Looking at, with, and through YouTube. Communication Research Trends, 33(3), 3-34.
  • Subaşı, M., & Okumuş, K. (2017). Bir araştırma yöntemi olarak durum çalışması. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21(2), 419-426.
  • Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.
  • Thibeault, M. D., & Evoy, J. (2011). Building your own musical community: How YouTube, Miley Cyrus, and the ukulele can create a new kind of ensemble. General Music Today, 24(3), 44-52. https://doi.org/10.1177/1048371310397348
  • Uygun, G. (2020). Investigation of Videos Giving Instrument Education in YouTube Environment in Terms of Various Variables. Balkan Music & Art Journal, 2 (2): 13-26. https://doi.org/10.47956/bmsd.801844.
  • Ülker, M. (2021). Yunus Emre Enstitüsü'nün A1 seiyesindeki Türkçe öğretim videolarının çoklu ortam ilkelerine göre değerlendirilmesi. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 10(1), 237-254.
  • Waldron, J. L., Stephanie, H., & Veblen, K. K. (2020). The Oxford Handbook of Social Media and Music Learning. New York: Oxford University Press.
  • Whitaker, J. A., Orman, E. K., & Yarbrough, C. (2014). Characteristics of “music education” videos posted on YouTube. Update: Applications of Research in Music Education, 33(1), 49-56. https://doi.org/10.1177/8755123314540662
  • Yünkül, E. (2018). Çoklu ortam öğrenme ile ilgili öğrenen görüşleri. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21(40), 255-269.
  • Yakan, D. (2021). Çoklu ortam ilkesinin ilkokul 2. sınıf öğrencilerinin okuduğunu anlama düzeylerine etkisi. Yüksek Lisans Tezi. İstanbul: Bahçeşehir Üniversitesi.
Year 2023, Volume: 13 Issue: 3, 1844 - 1865, 25.09.2023
https://doi.org/10.30783/nevsosbilen.1302347

Abstract

References

  • Albert, D. J. (2015). Social Media in Music Education: Extending Learning to Where Students Live. Music Educators Journal, 102 (2): 31–38.https://doi.org/10.1177/0027432115606976.
  • Alexa (2022, January 24). The top 500 sites on the web. Alexa. Retrieved from https://web.archive.org/web/20220118000917/https://www.alexa.com/topsites
  • Alkhudaydi, (2018). Investigating factors that influence the use of You Tube in teaching biology in high schools in Saudi Arabia based on the technology acceptance model. Electronic comprehensive journal for education and science publications, 13, 1-10.
  • Amos, N. (2021). Utilizing Case Studies to Increase Engagement and Better Learning Outcomes in Secondary Science Education. Learning to Teach Language Arts, Mathematics, Science, and Social Studies Through Research and Practice, 10(1). Retrieved from https://openjournals.utoledo.edu/index.php/learningtoteach/article/view/505
  • Arnold, A. (2017). Primary hyperparathyroidism: molecular genetic insights and clinical implications. Presented at Society for Endocrinology BES, Harrogate, UK. Endocrine Abstracts, 50, PL1.
  • Brook, J., & Upitis, R. (2015). Can an online tool support contemporary independent music teaching and learning? Music Education Research, 17(1), 34-47. https://doi.org/10.1080/14613808.2014.969217.
  • Camm, C. F., Russell, E., Xu, A. J., & Rajappan, K. (2018). Does YouTube provide high-quality resources for patient education on atrial fibrillation ablation? International Journal of Cardiology, 272, 189-193.
  • Cayari, C. (2011). The YouTube effect: How YouTube has provided new ways to consume, create, and share music. International Journal of Education & the Arts, 12(6), 1-30.
  • Cayari, C. (2014). Using informal education through music video creation. General Music Today, 27(3), 17-22. https://doi.org/10.1177/1048371313492537.
  • Denzin, N. K., & Lincoln, Y. S. (Eds.). (2018). The SAGE Handbook of Qualitative Research (5th ed.). Los Angeles, CA: Sage.
  • Dursun, Ö. Ö., & Odabaşı, H. F. (2017). Çoklu Ortam Tasarımı Kitabı. Pegem Akademi Yayıncılık.
  • Esim, F. D. (2021). Eğitim Bilişim Ağı’ndaki (EBA) ortaokul matematik içeriklerine yönelik hazırlanan videoların çoklu ortam tasarım ilkelerine göre incelenmesi. Yüksek Lisans Tezi. Adana: Çukurova Üniversitesi.
  • Ganchoudhuri, S., & Wellman, B. (2020). Reflections from the Field of New Media and Sociology: Networked Music Learning. In The Oxford Handbook of Social Media and Music Learning, edited by J. L.Waldron, Stephanie Horsley, and K. K. Veblen, 105–109. New York: Oxford University Press.
  • Gulum, O. (2023). YouTube comments on violin instruction videos: An analysis of comments in Turkish. Music Education Research, 1–14. https://doi.org/10.1080/14613808.2023.2244535
  • Hamza, Z. A. & Hammad, M. (2020). Generating Test Sequences from UML Use Case Diagram: A Case Study. Second International Sustainability and Resilience Conference: Technology and Innovation in Building Designs(51154), Sakheer, Bahrain, pp. 1-6, doi: 10.1109/IEEECONF51154.2020.9319979.
  • Harrell, K. M., McGinn, M. J., Edwards, C. D., Warren Foster, K., & Meredith, M. A. (2021). Crashing from cadaver to computer: Covid‐driven crisis‐mode pedagogy Spawns Active Online Substitute for teaching gross anatomy. Anatomical Sciences Education, 14(5), 536–551. https://doi.org/10.1002/ase.2121.
  • İşbulan, O., Arslan, E., Alkaya, E., & Selvi, G. (2020). Eğitim Bilişim Ağı’nda (EBA) yer alan çoklu ortam uygulamalarının çoklu ortam öğrenme ilkeleri açısından değerlendirilmesi. PESA Uluslararası Sosyal Araştırmalar Dergisi, 6(2), 182-196.
  • Kavoori, A. (2015). Making sense of YouTube. Global Media Journal, 13(24)
  • Kellner, D., & Kim, G. (2010). YouTube, critical pedagogy, and Media Activism. Review of Education, Pedagogy, and Cultural Studies, 32(1), 3–36. https://doi.org/10.1080/10714410903482658
  • Kruse, N. B., & Veblen, K. (2012). Music Teaching and Learning Online: Considering YouTube InstructionalVideos. Journal of Music, Technology & Education, 5(1):77–87. https://doi.org/10.1386/jmte.5.1.77_1.
  • Lange, C., & Costley, J. (2020). Improving online video lectures: Learning challenges created by Media. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00190-6.
  • Leymun, Ş. O., Odabaşı, H. F., & Yurdakul, I. K. (2017). Eğitim ortamlarında durum çalışmasının önemi. Eğitimde Nitel Araştırmalar Dergisi, 5(3), 367-385.
  • Liman Kaban, A. (2021). EFL Students’ Personalized Reading Experiences and its Influence on Engagement and Online Presences. Shanlax International Journal of Education, 9(4), 196-209. https://doi.org/10.34293/education.v9i4.4113.
  • Liman Kaban, A., & Karadeniz, S. (2021). Children’s Reading Comprehension and Motivation on Screen Versus on Paper. SAGE Open, 11(1). https://doi.org/10.1177/2158244020988849.
  • Malakul, S., & Park, I. (2023). The effects of using an auto-subtitle system in educational videos to facilitate learning for secondary school students: learning comprehension, cognitive load, and satisfaction. Smart Learning Environments, 10 (4). https://doi.org/10.1186/s40561-023-00224-2.
  • Marone, V., & Rodriguez, R. C. (2019). “what’s so awesome with YouTube”: Learning music with social media celebrities. Online Journal of Communication and Media Technologies, 9(4). https://doi.org/10.29333/ojcmt/5955.
  • Magnone, K. Q., Ebert, J. A., Creeden, R., Karlock, G., Loveday, M., Blake, E., Pratt, J. M., Schafer, A. G., & Yezierski, E. J. (2023). Cognitively loaded: An investigation of educational chemistry youtube videos’ adherence to Mayer’s multimedia principles. Journal of Chemical Education, 100(2), 432–441. https://doi.org/10.1021/acs.jchemed.2c00591 .
  • Mayer, R. E. (2021). Evidence-based principles for how to design effective instructional videos. Journal of Applied Research in Memory and Cognition, 10(2), 229–240. https://doi.org/10.1016/j.jarmac.2021.03.007
  • Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187–198. https://doi.org/10.1037/0022-0663.93.1.187 .
  • Neumann, M.M., & Herodotou, C. (2020). Evaluating YouTube videos for young children. Education and Information Technologies, 25, 4459–4475 https://doi.org/10.1007/s10639-020-10183-7
  • Özerbaş, M. A. , Safi, B. N. & Türkoğlu, Ş. (2021). Hayat Bilgisi Dersinde Kullanılan Dijital Platformların Çoklu Ortam Tasarım İlkelerine Göre Değerlendirilmesi . Türk Eğitim Bilimleri Dergisi , 19 (1) , 421-437 . DOI: 10.37217/tebd.872751.
  • Paivio, A. (2014). Mind and its evolution: A dual coding theoretical approach. Psychology Press.
  • Papadamou, K., Papasavva, A., Zannettou, S., Blackburn, J., Kourtellis, N., Leontiadis, I., Stringhini, G., & Sirivianos, M. (2019). Disturbed YouTube for kids: Characterizing and detecting inappropriate videos targeting young children. Computer Science: Social and Information Networks. Retrieved online from: https://arxiv.org/pdf/1901.07046.pdf.
  • Pînzaru, F., & Mitan, A. (2012). Social media and marketing of the “popcorn” music wave: The success of Romanian commercial musicians analysed through their perceived image on Facebook and YouTube. Economics & Sociology, 5(2), 125-138. Retrieved from http://search.proquest.com/docview/1356459453?accountid=7122
  • Rudolph, T. & Frankel, J. (2009). YouTube in Music Education. Milwaukee: Hal Leonard Corporation.
  • Soukup, P. A. (2014). Looking at, with, and through YouTube. Communication Research Trends, 33(3), 3-34.
  • Subaşı, M., & Okumuş, K. (2017). Bir araştırma yöntemi olarak durum çalışması. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21(2), 419-426.
  • Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.
  • Thibeault, M. D., & Evoy, J. (2011). Building your own musical community: How YouTube, Miley Cyrus, and the ukulele can create a new kind of ensemble. General Music Today, 24(3), 44-52. https://doi.org/10.1177/1048371310397348
  • Uygun, G. (2020). Investigation of Videos Giving Instrument Education in YouTube Environment in Terms of Various Variables. Balkan Music & Art Journal, 2 (2): 13-26. https://doi.org/10.47956/bmsd.801844.
  • Ülker, M. (2021). Yunus Emre Enstitüsü'nün A1 seiyesindeki Türkçe öğretim videolarının çoklu ortam ilkelerine göre değerlendirilmesi. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 10(1), 237-254.
  • Waldron, J. L., Stephanie, H., & Veblen, K. K. (2020). The Oxford Handbook of Social Media and Music Learning. New York: Oxford University Press.
  • Whitaker, J. A., Orman, E. K., & Yarbrough, C. (2014). Characteristics of “music education” videos posted on YouTube. Update: Applications of Research in Music Education, 33(1), 49-56. https://doi.org/10.1177/8755123314540662
  • Yünkül, E. (2018). Çoklu ortam öğrenme ile ilgili öğrenen görüşleri. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21(40), 255-269.
  • Yakan, D. (2021). Çoklu ortam ilkesinin ilkokul 2. sınıf öğrencilerinin okuduğunu anlama düzeylerine etkisi. Yüksek Lisans Tezi. İstanbul: Bahçeşehir Üniversitesi.
There are 45 citations in total.

Details

Primary Language Turkish
Journal Section Educational Sciences
Authors

Deniz Bengitöz 0009-0009-6928-8317

Aysegul Liman Kaban 0000-0003-3813-2888

Early Pub Date September 20, 2023
Publication Date September 25, 2023
Published in Issue Year 2023 Volume: 13 Issue: 3

Cite

APA Bengitöz, D., & Liman Kaban, A. (2023). YOUTUBE TÜRKİYE’DE GİTAR EĞİTİMİ VİDEOLARININ ÇOKLU ORTAM TASARIMI İLKELERİNE GÖRE İNCELENMESİ. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 13(3), 1844-1865. https://doi.org/10.30783/nevsosbilen.1302347