Platform Preferences for Video Content in a Flipped Classroom : Students’ Perceptions of YouTube as a Platform for Learning

This paper details the use of the flipped classroom paradigm with teacher-created videos in a new mandatory English debate class at a Japanese university.It investigates the perceptions of the students with regards to the use of video instruction as well as their perceptions and preferences with regards to the platform used for sharing the videos.Three surveys were distributed asking students about their perceptions of using YouTube for learning with videos and compared their views on YouTube versus compared to the Blackboard learning management system common in their university classes.Students were found to have positive views of the flipped classroom, and the videos were considered useful for preparation and review in the context of this course.Their perceptions of YouTube as a platform for learning were also generally positive and became more positive after being provided with videos for the class.By the end of the course, it was clear that most students had a preferred platform for the videos, and while YouTube was more popular than Blackboard, there was a sizable group that preferred Blackboard.The researcher concludes that YouTube is a valid choice for distributing video instruction in a flipped classroom, but that providing multiple platforms could be beneficial in meeting the needs of all students in a given course.