YouTube University: The Longest-Standing Social Learning Tool
Hi folks! Today, let’s talk about YouTube! Are you excited about it? I hope so! Hahaha
Within the scope of adult learning, I can attest that YouTube
has quietly but powerfully established itself as a go-to platform for informal
education—what many now jokingly but sincerely call “YouTube University.”
Whether it’s learning how to install a light fixture, preparing for a job
interview, or grasping a complex academic concept like regression analysis
(even for us, PhD students looking for alternative ways of complementary
learning), YouTube has become an essential resource for adult learners
navigating diverse knowledge gaps on their own terms.
Adult learners often turn to YouTube because it aligns
well with the principles of andragogy, the theory of adult learning popularized
by Malcolm Knowles (1960’s and 1970’s). Knowles emphasized that adults are
self-directed, goal-oriented, and problem-centered in their learning. YouTube’s
on-demand nature supports these traits by allowing users to access bite-sized,
focused content when and where they need it. According to a Pew Research Center
report, 51% of U.S. adults use YouTube to figure out how to do things they
haven’t done before (Smith, Toor, & van Kessel, 2018).
From a career standpoint, platforms like YouTube host
thousands of tutorials on resume building, Excel shortcuts, coding languages,
and job interview techniques. For instance, channels like CareerVidz and The
Career Coach offer structured, practical advice on navigating workplace
challenges, often produced by credentialed professionals. Academic support is
also widely available: professors and educators share lecture recordings, and
creators like Khan Academy, Crash Course, or 3Blue1Brown present complex subjects
in visually engaging ways that demystify learning for those without formal
access to higher education. In this case, I would say YouTube performs as
facility democratic center!
However, the open and unregulated nature of YouTube
presents a double-edged sword. Alongside credible, high-quality content is a
deluge of misleading or even harmful information. For example, videos promoting
pseudo-academic theories or unverified health advice can spread rapidly and
appear authoritative due to professional editing or large follower counts. In
the realm of DIY (Do-it-yourself) learning, a poorly instructed plumbing or electrical video
could lead to expensive or dangerous outcomes.
This credibility challenge underlines the importance
of digital literacy—a key competency for adult learners in the networked age.
Hobbs (2010) emphasizes that digital literacy involves not just the ability to
use technology, but to analyze, evaluate, and create messages across a variety
of contexts. For adult learners relying on YouTube, this means developing the
skills to discern which channels are trustworthy and cross-checking content
with multiple sources when possible.
In the broader landscape of social learning, I would
say that YouTube’s impact is unparalleled in its longevity and accessibility. I
can say that it fosters communities of practice where learners teach and learn
from one another in comment threads, subscriber forums, or collaborative
content. Whether supplementing formal education or replacing it altogether in
specific contexts, “YouTube University” remains a cornerstone of contemporary
adult learning—and will likely continue evolving as both a tool and a terrain
requiring critical navigation.
See you soon!
The Great Gatsby.
References:
Hobbs, R. (2010). Digital and media literacy: A
plan of action. The Aspen Institute.
Hi! I love how you have articulated YouTube as a university. I had never considered its value through the lens of Knowles' theory of adult learning, but it makes so much sense now. Adults are going to consume content that is relevant to what they are experiencing, and YouTube is the hub where everyone can share their thoughts and ideas.
ReplyDeleteI would agree with you too that YouTube can foster communities of practice (CoP), but I have a question/thought about it. Traditionally, participation in CoPs happens through legitimate peripheral participation. The more one engages in the community, the more they are going to be a legitimate participant. YouTube (and social media) is unique in that one doesn't have to actively participate to have an influence. People can watch videos and never comment on them, but that can still be influential as to what the creator decides to do. Does this still make YouTube a CoP, or something different? How do we alter our definition of CoPs as we become more and more of a digital society?
I hope that makes sense...I kinda went off on a tangent.
Great post!
Jack,
DeleteThank you so much for your thoughtful comment and for engaging with my post so deeply! I really appreciated the way you brought in the idea of legitimate peripheral participation. That’s such a great point—and I’m glad you raised it because it really pushes us to think critically about how digital environments stretch our traditional understandings of learning communities.
Yeah, you are right! You raised a good and valid point! I believe on YouTube, people can passively consume content without ever engaging in what we might traditionally consider “participation” (commenting, uploading, or contributing to discussion). Yet, their viewership still shapes the ecosystem through likes, algorithms, or even just giving creators a sense of what resonates. So, in that sense, I would say that YouTube does complicate the classic CoP model or at least invites us to reconsider what we may count as “participation” in digitally mediated spaces. Is it possible?
Your question made me think of Wenger-Trayner and Wenger-Trayner’s (2015) expanded work on social learning systems, where they argue that learning can occur even on the periphery, and not all engagement has to be visible or direct to have an impact. Maybe YouTube is part of a broader, looser kind of CoP? I mean, one where lurking, watching, and even sharing a video privately can all be valid forms of engagement in a networked learning space. Is that possible?
I also wonder if we might begin to conceptualize platforms like YouTube not as single CoPs, but as constellations of overlapping communities—some tightly knit, others more diffuse. From that perspective, maybe the definition of a CoP might need to stretch to include “watch-only” learners, especially since adult learners often enter communities for highly specific, goal-driven reasons (which fits Knowles’ view too).
Thanks again for making me think deeper about this! I’d love to hear your thoughts on whether redefining CoPs this way risks losing the essential “practice” aspect, or if it’s a necessary evolution in our digital age.
Cheers,
The Great Gatsby
Hi!
ReplyDeleteGreat post! I think you made some absolutely great points. Without even realizing it, I think I definitely attend Youtube University. It has become my go-to spot to learn just about anything and everything (and now, Tik Tok too actually). I remember in high school, I would even sit down to watch Crash Course videos to study for my AP exams over reading the reviews that were provided to me in class. To me, I think I find the format of watching a video much more engaging, and therefore helpful, than reading text on a white page. However, you make a great point about it being a double edge sword. Too many times have I come across a gotcha-type/misleading video on both Youtube and Tik Tok. I think because of this, media literacy is so important to for new generations to be taught. Adding things like fact checks and disclaimers could even help to curb this, but more must be done to deter those kinds of videos. If you know how to use it, I think Youtube is a great tool to have in your belt.