Teaching with tech: supplemental journalism instruction using YouTube for the millennial generation

Abstract

This exploratory study examines how journalism students use online instructional videos to learn skills needed to create successful broadcast stories. Students from an introductory reporting class were provided three videos demonstrating video editing skills. Approximately two months later, survey results found that the more than half of the students (65.3%) had a positive impression of the videos. Further results demonstrate that while students enjoyed the videos, the vast majority (83.7%) did not view them as more effective than face-to-face instruction. Implications of this research demonstrate that the instructional videos can be a supplement, not a replacement, to face-to-face instruction.