Vlogging: It’s Impact on Learning

Jeraldine Balintag Bueno1, Jasmin Damaso Tomas2, Jan Cristopher Avellaneda Salazar3

1
University of the Cordilleras, Baguio City, Benguet, Philippines
2
University of the Cordilleras, Baguio City, Benguet, Philippines
3
University of the Cordilleras, Baguio City, Benguet, Philippines

Abstract.
With generational shifts, it is crucial to utilize varied instructional delivery and teaching to
provide quality learning for the students. Generation Z students are digital natives, which
means they are highly inclined toward technology. For educators, they need to understand the
relationship between technology and learning. Nowadays, vlogging is a form of media that has
been incorporated into teaching to maximize students’ engagement. In light of this, this study
aims to determine the impacts of vlogging on learning and the challenges encountered by the
learners when vlogging. The researchers conducted interviews and employed a thematic
analysis to synthesize and collect data. The findings of this study reveal that confidence boost,
summarization skills, awareness of educational and technological tools, social media
responsibility, and enhanced creativity are the beneficial impacts of vlogging on learning.
Meanwhile, time-consuming, low-end cellular phones: insufficient phone storage and low
camera resolution, intermittent internet connection, vlogging is less preferred than a written
report, and increased expenses were the challenges the students experienced when vlogging.
To address the concerns identified when vlogging, teachers ought to refine the utilization of
vlogging in such a way that it is not too pressing on the students’ part. Considering also the
educational shift brought about by the Covid-19 pandemic, students are suggested to embrace
vlogging as a new trend of learning. This study has vital importance within the millennium as
technological advancement is becoming more complex. This research will also guide educators
and researchers to refine the utilization of vlogging in learning to provide high-quality learning
for the students. For future correlated research, a conduct a quantitative version of this study
is recommended by the researchers.

Keywords: challenges in vlogging, e-learning, Generation Z, vlogging

1. Introduction
We are in an educational era where students have never lived a day where the answers
to almost all questions can be accessed on the internet in the blink of an eye. Mobile devices
and computers are an integral part of every moment of students’ lives. In fact, every student
born from 1997 to 2012 belongs to Generation Z learners (Meola, 2022). As of 2022,
Generation Z students are currently between 10 and 25. The Pew Research Center (2019)
described post-millennials, iGeneration, and digital natives are all terms used to describe
Generation Z.

As educators, how can we harness Generation Z's power? It is crucial to reflect on our
teaching and assessment practices and understand generational shifts. Identifying effective or
ineffective methods is necessary to provide the learners with the best learning environment. If
we are not meeting the needs of the students, it may be time to reconsider our teaching
methods.

In light of this, each new generation of students being taught by teachers requires
different teaching and learning strategies. To address this plight, we must first understand who
our students are. Currently, Generation Z students are inclined to technology. What may have
worked in the past might not be working now. Gone are those days when teachers only utilized
paper and pencil assessments. In this age of globalization, the media has a significant impact
on education. Many types of media, such as audio, visual, and audiovisual, can assist teachers
and students in achieving their teaching-learning objectives and get students enthused about
learning.

One of the most popular trends in education is the integration of vlogging into learning.
Vlogging is a process of self-formation whereby the vloggers construct and present their
identity in relationship with the platform, technology, and all of its participants (Ümit
Kennedy, 2021). In an episode of UP Open University’s (UPOU) OPEN Talk aired on 10
November 2021, they tackled the potential use of vlogging as a tool in teaching and learning.
The discussion emphasized that vlogging makes sharing content uncomplicated and more
understandable to students as they tend to be more visual. Also, vlogging is a valuable tool to
relate knowledge and experiences to students to meet the current Gen Z students' needs.

1.1 Statement of the problem

This study sought to determine the impact of vlogging on learning. Specifically, it aims
to answer the questions:

1. What are the impacts of vlogging on learning?

2. What are the challenges encountered by the learners when vlogging?

1.2 Review of Related Literature

The Learners and the Teachers

It is safe to generalize that the current learners of today belong to Generation Z or the
Gen Zers and the generations teaching them to belong to another generation, new and young
educators are the Millennials, still, the majority of senior teachers belong to Gen X and Baby
Boomers. Reading from the research of Parker and Igielnik (2020), there is a stark shift in
lifestyle and thinking patterns between generation Z and those it precedes. Gen Zers are more
open, more vocal, more assertive, and as noticeable, are digital natives.

Keeping this in mind, we can deduce that there is a gap, sometimes a clash between
those at the different ends of the learning process, the teachers and the learners.

To bridge this gap, vlogging can be used at both advantages in the sense that learners
are still delivering their presentations or learning outputs but through the ways, they are used
to. Between a video presentation and a vlog, more of our tech-savvy students tend to prefer the
latter because it fits their creative, independent personalities. Vlogging, by nature, is
personalized. As long as they get the main task done, they are given more freedom on how to
deliver it as well as where and when to shoot it.
 On the other hand, though more challenging, teachers are still getting the same result
as if the students are delivering it in a classroom via recitations or the traditional class
presentation.

Multi-sensory Learning

It has been widely established by many educators and researchers in the field that the
more senses are involved, the more learning happens and is retained. With the incorporation
of technology in their learning, students are more engaged than ever in the learning process.

As per vlogging, Lestari in Anggraeni et.al (2020), maintains that video vlogging is
more advantageous because of the combination of video, sound, pictures, animations, and texts
to increase both content and context impact. Additionally, it is mentioned that most students
share the habit of watching videos for many reasons, learning included.

Challenges in E-learning

With the onslaught of the Covid-19 pandemic, education is brought into each
household via e-learning, online learning, distance learning, and flexible learning among
others. Over the past years, there have been problems that were exposed but because it used to
be an option, it didn’t get much attention. However, in the most recent years, as the situation
calls, each student is left with no option. This put the challenges in e-learning into the spotlight.

As vlogging is under e-learning, some of the advantages and disadvantages are evident
as well. As mentioned by Dr. Buera at the UP Open Talk, vlogging can challenge inclusivity
as not all are privileged to have the resources basic to vlogging such as gadgets needed and
internet connection as well.

Another disadvantage brought out during the UP Open talk is that vlogging requires
more time and effort for a single content. Additionally, as far as optical health is concerned, it
leads to more screen time for students, both in the process of making and in watching their
peers’ contents.

There is also the challenge on the side of the teachers, as they are not trained to teach
this way. Traditionally, education is teacher-centered and happens in the classroom. Though
changes have happened, such values are still deeply ingrained. With the teachers belonging to
another generation, not all teachers are knowledgeable about the mechanics of what goes into
making vlogs, among other digital projects.

2. Methodology
2.1 Research Design and Methodology

The researchers utilized a qualitative research method in this study. The researchers
conducted interviews and then adapted the thematic analysis approach to interpret meanings
in the data used in this study. According to Braun and Clarke (2006), “thematic analysis is a
method for identifying, analyzing, and reporting patterns (themes) within data.” By using a
qualitative research methodology, researchers collect richer information and get a more
detailed picture of issues, cases, or events. (Arora and Stoner 2009).
2.2 Population and Locale of the Study
The study population consisted of fifteen (15) English major students of the
Education Department of Aurora State College of Technology, Philippines. The researchers
saw the key informants as excellent respondents for this research since they are in their
twenties; thus, they belong to the Gen Z group. They also had ample experience and/or
exposure to vlogging since it was one of their requirements in their Purposive
Communication class.

2.3 Data Gathering Procedure

The researchers used an interview guide which the researchers determined to be the
most effective and economical method to ensure the efficiency in gathering the data. The
interview guide has gone through systematic scrutiny and process to ensure that
wellestablished questions will be appropriate to determine the impacts and challenges when
vlogging. The interview guide was comprised of 10 main questions that assure the impact and
challenges of vlogging experienced by the key informants. Also, the researchers have
considered aligning the main questions to the Purposive Communication Standards and
competencies/MELCs as prescribed by Commission on Higher Education (CHED).
Furthermore, the interview guide has been validated by the adviser of this undertaking. Finally,
before the interview was conducted, the researchers had sought the approval of the Dean of
the College of Teacher Education-Graduate Program Chair to interview the key informants.

2.4 Data Gathering Instruments

To gather information from the key informants, the researchers made use of the
scheduled online interviews through Zoom meetings. The meeting was recorded upon the
consent of the students and their class adviser.

2.5 Treatment of Data

To interpret the data gathered from the interview questions, the researchers utilized
Content Analysis. According to Holsti (1968), it is a technique for making inferences by
systematically and objectively identifying special characteristics of messages. Through its use,
the researchers were able to quantify and analyze the presence, meanings, and relationships of
certain words, themes, or concepts obtained from the responses. Furthermore, relevant related
studies were also used to further supply essential information to their replies.

3. Results and Discussions

This chapter focuses on presenting, analyzing, and interpreting the research results
concerning the impact of vlogging on learning. Further, it will also discuss the challenges
encountered by the students when vlogging.

3.1 Impacts of Vlogging on Learning

Table 1 highlights the positive impacts of vlogging on students. A confidence boost

and improved summarization skills come on top, while awareness of educational and
technological tools comes close to the third spot. Social media responsibility is also
developed, while students’ creativity was ranked the least.
 Table 1: Impacts of Vlogging on Learning

Impacts Frequency Rank

Confidence Boost 15 1

Summarization Skills 14 2
Awareness of Educational and Technological Tools 12 3
Social Media Responsibility 8 4
Enhanced Creativity 6 5

Confidence Boost
All of the fifteen (15) participants gave credit to their vlogging activity for boosting
their confidence in speaking publicly. They mentioned that even though it is a recording of
them speaking and presenting after the videos were uploaded and became public, that is
tantamount to speaking in front of a large audience. Informant 7 added that her confidence
comes from the mastery of her topic. She mentioned that:

“Once na magvvlog ka you have to gather more information to have a research po

kaya magiging confident ka po kasi marami kanga lam or marami kang maisheshare
sa ibang tao po”. (Once you vlog, you have to gather information and you become
more confident because you know a lot of things and you can share it to others.)

This finding shares the same result with the study conducted by Sari (2018). It states
that with vlogging, students were most motivated and confident to speak English because they
were given enough time to think of what they wanted to talk about and it was done in a place
they found familiar.

Summarization Skills
Fourteen (14) of the informants acknowledged that vlogging improved their
summarization skills. Considering that the vlog is only a few minutes long, they stated that
they have to choose what information to prioritize and that only the key points should be
fleshed out and included in the vlog.
It is important that students learn to summarize the information they have and then present it
in their own way and understanding. Mandasari and Aminatun (2019) purport that in the
brainstorming stage of making a vlog, the students start determining the main ideas and
supporting ideas toward paragraphs that they have already made. Then, they read the paragraph
over and over. During this stage, the students prepare themselves for a well-organized vlog.

Awareness of Educational and Technological Tools

Another significant impact of vlogging on the informants is that they are more aware of
educational and technological tools. Among the specific technical skills brushed on are video
recording and editing skills. The significance of such skills was pointed out in key informant
12 by stating:

“Yes maam kasi po tulad po pandemic kasi po ... mas ano po ako mas virtual na po
tapos hindi na po siya yung katulad po ngayun nga po pandemic mas kailangan po
maenhance po namin yun, paano nalang po kung magkaroon po uli ng pandemic tapos
hindi po ulit makakapagface to face eh di wala po kaming alam parang advantage po
kasi na may alam narin po sa vlogging.”(Especially now during the pandemic, we need
to enhance our virtual skills because what if there is another pandemic and there won’t
be face to face classes, then we will have an advantage)

This finding coincides with one of the six International Society for Technology in
Education (ISTE) standards for students: Innovative Designer (2007). Under this standard,
Students use a variety of technologies within a design process to identify and solve problems
by creating new, useful, or imaginative solutions.

Social Media Responsibility

By using social media as a medium for educational vlogs, students are exposed to and
can reach out to a global audience. However, Oxley in McGilvery, 2012, warned that
“Freedom of Speech does not equate to freedom of consequences”. Urging students to think
before posting something publicly online.

Generally, the participants are aware of this matter. As for this aspect of social media
responsibility, specifically about awareness of culturally and socially accepted terms,
expressions, and images, there is a mix of responses. Twelve (12) of the key informants agreed
that vlogging introduced them to the etiquette of social media posting. Key informant 1
confirmed that once a vlog is uploaded, the student’s and the school’s reputation is at stake
once you made some inappropriate comments. She stated:

“Yes, although I admit myself that sometimes I need to do enough research to make
sure that I do not include anything wrong in the video, especially those videos that
need to be posted on our Social Media accounts because it could not only taint my
name as a student, but it could also affect the name of our school.”

Enhanced Creativity
Six (6) of the informants strongly felt that their creativity is enhanced through vlogging
because as they have stated they followed inspirations and patterns from existing vlogs on the
internet, although they have tweaked it a bit to suit their topics and to avoid plagiarism.
Informants 6 and 13 spoke that they learned how to play with angles even using more than one
(1) video capture device to have the desired effect and flow. Informant 8 compared vlogging
to advertising. “You should be full of energy … your tone of voice is clear and loud.” Moreover,
key informants 9 added the effective use of thumbnails to attract more viewers to their vlogs.
This outcome is parallel with Sahara’s (2018) utilization of social media especially vlogging
in project-based learning to achieve learning goals. The implementation of vlogging augments
the students’ characteristics and learning styles, thus, making them more creative.
`
3.2 Challenges Encountered by the Students When Vlogging
Table 2 illustrates the most and least challenges encountered by the students when
vlogging such as time-consuming, low-end cellular phones: insufficient phone storage and low
camera resolution, intermittent internet connection, vlogging is less preferred than a written
report, and increased expenses.
Tale 2: Challenges Encountered by Students When Vlogging

Challenges Frequency Rank

Time-consuming 10 1

Poor or Intermittent Internet Connection 9 2

Vlogging is Less Preferred than Written Report 8 3
Low-end Cellular Phones: Insufficient Phone Storage and Low 5 4
Camera Resolution
Increased Expenses 2 5

Time-consuming
The key informants greatly consider ‘time-consuming’ as a major challenge when
vlogging. This entails students need ample time to accomplish the task. This corroborates with
Rahmawati, et al. (2018) wherein they said: “The students must set aside time to photograph
vlogs, create a description and share it to the social media.” This claim bridges to the answer
of Key Informant 1 wherein she declares:
“It would take 2-3 days based on my own experience because the reason itself it
needs to be done thoroughly, and the editing and the taking of videos it's not that easy
is not enough because there are going to be times that you're going to repeat especially
if you make mistake or you have to look nice but the editing is quite long especially for
a person like me who is not very good at editing yet. I’m still trying to explore the
world of editing so it really takes a long time maybe even more if the video needs more
research.”

Poor or Intermittent Internet Connection

Among the key informants, nine (9) students cited poor internet connectivity as another crucial
problem when vlogging since it requires the usage of the internet; the students have to conduct
research and upload the videos online. In fact, intermittent internet connection is experienced
by the students, especially in remote places. In a similar study conducted by Rotas, E. et al.
(2020), unstable internet connectivity is one of the most recurring difficulties experienced by
students in online learning. Most of the time, this problem is caused by geographic location.
The subsequent interview replies from key informant 15 further endorse this claim:
 “The second one is like internet connection, because here in Bayanihan, it is a barrio,
which is there is no ahm strong connection. That is why from my experiences... just
like today nagchochopy tayo.”

Vlogging is Less Preferred than Written Report

It was also uncovered that eight (8) key informants stressed written reports as better
means of reporting than vlogging. This refutes the study conducted by Baran (2007) wherein
he asserted that videoblogging offers rich experiences both to the teachers and students who
want to communicate with movies, sounds, and images, reflect on what they teach, learn and
think and share them with a community. Moreover, the following responses from the interview
further contradict this claim:
Key Informant 2: “I prefer a written report than vlogging po kase when it comes to
vlogging parang I'm really having a hard time expressing myself.”
Key Informant 3: “Actually I prefer po written talagang parang feeling ko po ‘yun ang
forte ko. (“I prefer written report to oral report because I think that I am better at
writing than oral reporting.)
Key Informant 11: “Written po. Kasi po di rin po masyado into oral PO mas
comportable po ako pag writing po”(“I prefer written report to oral report because
I’m into writing and I feel more comfortable with it.)

Low-end Cellular Phones: Insufficient Phone Storage and Low Camera Resolution
Five (5) key informants highlighted low-end cellular phones as one of the problems
encountered when making a vlog. During the interview some of the key informants declare:
Key Informant 1:”For me, it really is a struggle especially when you know that your
phone is not that high quality. So ‘yun po yung mga nagiging problems na kung saan
kapag masyadong marami ka ng natake na video, parang it make your storage full.”
Key Informant 2: “So when it comes to technicality problems, the first thing is my
cellphone personally. My cellphone is not really that good.”
Key Informant 3: “The storage of my phone is not unlimited kaya lagi po akong
nafufull storage.” “Another thing din po pala yung resolution ng camera. The higher
the resolution, mas maganda yung quality ng video.”
Key Informant 4: “First of all po, storage po sobrang laki po ng storage.”
Key Informant 7: “Sa cellphone po talaga. Minsan po full storage ganon. Sobrang
dami ng videos, yun po.”
Hence, when vlogging, there are a few things people must prioritize with regard to
equipment. Tolu (2021) mentioned that to ensure that the movie comes out right, a vlogger
needs high-definition cameras, proper lighting, and editing software.

Increased Expenses
 The respondents’ two (2) responses gave credence to increased expenses as another
plight when vlogging. This definitely authenticates the study of Darmawan (2016), wherein he
claims that the cost of video production is very high and only a few people can do it. This
implication is further corroborated by the answers of the respondents, to mention:
Key Informant 4: “And also, siguro po load or data. And then as for the other
challenges po, siguro expenses po kasi minsan po you have to capture a certain view
that you need to go out or kung malayo po yung kailangan mong ishoot kailangan ko
sayo na sasakyan. Malaki po yung expenses depende po kung gaano po katagal yung
pag gawa ng video.” (And also, cellphone’s load and other expenses are challenges
because you need to go out and sometimes go to a far place where you can shoot your
vlog. Transportation fee is another thing, so it results into increased expenses.)
Key Informant 15: “Of course, I am a student. So, I don't have a job... so I don't have
much financial support po.”

4. Conclusion and Recommendations

This part presents the findings and conclusion of this research study.
4.1 Conclusion
The findings of this study unveil that confidence boost, summarization skills, awareness of
educational and technological tools, social media responsibility, and enhanced creativity are
the advantageous impacts of vlogging on learning. In addition, time-consuming, low-end
cellular phones: insufficient phone storage and low camera resolution, intermittent internet
connection, vlogging is less preferred than a written report, and increased expenses were the
challenges the students experienced when vlogging.
4.2 Recommendations
Based on the findings, the following are recommended by the researchers:
1. To address the concerns identified when vlogging, teachers ought to refine the
utilization of vlogging in such a way that it is not too pressing on the students‘ part.
2. Considering the educational shift brought about by the Covid-19 pandemic, students
are suggested to embrace vlogging as a new trend of learning.
3. To further validate the responses gathered from the interview, the researchers
recommend upcoming linked researches to conduct a quantitative version of the study.
4. For future correlated researches, have a wider population since the sample size in this
study is limited to BSED-English, which accounted for fifteen online interviews
results.

Acknowledgment
This paper is an output of the researchers in partial fulfillment of their requirements in
the MED 500 Research and Design Methodology course.
 The researchers would like to express their utmost gratitude to the following people
who in one way or the other made this research successful:
To their advisers and mentors, Dr. Ramir Austria, Dr. Dona Marie Oyam, Dr. Jennifer
Dindin, and Dr. Thelma Palaoag for their guidance, understanding, and patience throughout
the process-making of the research paper. Without their helpful comments, valuable advice,
and considerable assistance, this study would not have been completed.
To the director of Aurora State College of Technology education department, Rowel
G. Olila, Ed.D. for allowing the researchers to interview the key informants.
To the key informants, for their time, willingness, and cooperation to respond to the
researchers’ questions.
To their MED 500 classmates for being part of their journey in pursuing graduate studies.
To their family for their unfailing love, prayers, and endless support, and for being
there through life’s ups and downs.
And above all, to the Almighty God for the good health, strength, wisdom, knowledge,
and blessings He has bestowed upon the researchers. He deserves all the highest glory and
honor.
The researchers are forever grateful to all of you. Thank you so much and the Lord
bless and keep you. To God be all the glory!

“Commit your actions to the LORD, and your plans will succeed.

SOLI DEO GLORIA!

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