ArticleTrends in neuroscience and education2022
YouTube as a complementary learning tool in times of COVID-19: Self-reports from sports science students.
Article in Trends in neuroscience and education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed, 19 citations in OpenAlex.
- Blended learning in physical education: application and motivation.Frontiers in psychology · 2024Article
- Performance increases in mathematics during COVID-19 pandemic distance learning in Austria: Evidence from an intelligent tutoring system for mathematics.Trends in neuroscience and education · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors at 2 institutions in 3 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesThis study reports on sports science students' educational experience in times of the COVID-19 pandemic and explores their interactions with online technologies, exclusively for learning purposes.
methodsA total of 181 Tunisian final-year sports science students were surveyed using, a custom-designed questionnaire, following the end of the academic year 2020/2021. Semi-structured interviews were conducted for triangulation and validation of the findings.
findingsParticipants reported that COVID-19-induced educational disruptions had detrimental effects on their learning experiences. Even though they deemed emergency remote teaching to be less effective than classroom-based teaching, participants recognized the role technology had played in mitigating the impact of the pandemic on their graduation year. They reported using a wide range of online technologies to complement remote curriculum delivery. Ranking second after Google Meet, with a marked difference from the rest of the list, YouTube seemed to be sports science students' best "learning companion" in times of COVID-19. YouTube helped them better understand instructional content delivered remotely and compensate for the missed opportunities for knowledge and motor skill acquisition.
conclusionsIt is very likely that curriculum-based YouTube videos can smoothen emergency implementation of flipped classrooms during future crises that may force teachers and students into home confinement once again, but further empirical research is needed in this area.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.