國立虎尾科技大學 |

The Music Professors of YouTubiversity.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Music Professors of YouTubiversity./
Author:	Nypaver, Alisha C.
Description:	1 online resource (240 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
Subject:	Music. -
Online resource:	click for full text (PQDT)
ISBN:	9798380148665

The Music Professors of YouTubiversity.
Nypaver, Alisha C.

The Music Professors of YouTubiversity. - 1 online resource (240 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ph.D.)--Temple University, 2023.

Includes bibliographical references

This dissertation explores the current use of YouTube in music studies in higher education while suggesting a reconsideration of the academic as both source and resource in the neo-information age. In it, I summarize interviews with ten current YouTube content creators who run music education channels, focusing on their role as teachers in an invisible classroom. I also share findings from a nationwide survey of instructors who teach music studies in higher education. The results illustrate how music professors use YouTube for teaching and learning in a post-pandemic world. I aim to bridge the divide between the ivory tower and cybersphere by highlighting current collaborations between traditional and YouTube academics and suggesting how the two can cooperate to maximize learning effectiveness for Generation Z. Chapter 1 serves as an introduction and provides a brief history of YouTube. Chapter 2 offers a literature review. In Chapter 3, I review the sociology of knowledge, hyperreality, and the idea of the "unacademic," all of which are philosophical concepts central to my discussion of YouTube content creators and their role as educators in relation to traditional professors in higher education. Chapter 4 describes the survey results and Chapter 5 summarizes the content creator interviews. In the conclusion, Chapter 6, I offer my thoughts on the future of music studies in the traditional university and YouTubiversity.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380148665Subjects--Topical Terms:

649088
Music.
Subjects--Index Terms:

InterviewsIndex Terms--Genre/Form:

554714
Electronic books.

The Music Professors of YouTubiversity.
LDR:02808ntm a22004217 4500 001 1146961
005 20240819061907.5
006 m o d
007 cr bn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798380148665
035 $a (MiAaPQ)AAI30525158
035 $a AAI30525158
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Nypaver, Alisha C. $3 1472522
245 1 4 $a The Music Professors of YouTubiversity.
264 0 $c 2023
300 $a 1 online resource (240 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
500 $a Advisor: Klein, Michael L.
502 $a Thesis (Ph.D.)--Temple University, 2023.
504 $a Includes bibliographical references
520 $a This dissertation explores the current use of YouTube in music studies in higher education while suggesting a reconsideration of the academic as both source and resource in the neo-information age. In it, I summarize interviews with ten current YouTube content creators who run music education channels, focusing on their role as teachers in an invisible classroom. I also share findings from a nationwide survey of instructors who teach music studies in higher education. The results illustrate how music professors use YouTube for teaching and learning in a post-pandemic world. I aim to bridge the divide between the ivory tower and cybersphere by highlighting current collaborations between traditional and YouTube academics and suggesting how the two can cooperate to maximize learning effectiveness for Generation Z. Chapter 1 serves as an introduction and provides a brief history of YouTube. Chapter 2 offers a literature review. In Chapter 3, I review the sociology of knowledge, hyperreality, and the idea of the "unacademic," all of which are philosophical concepts central to my discussion of YouTube content creators and their role as educators in relation to traditional professors in higher education. Chapter 4 describes the survey results and Chapter 5 summarizes the content creator interviews. In the conclusion, Chapter 6, I offer my thoughts on the future of music studies in the traditional university and YouTubiversity.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Music. $3 649088
650 4 $a Higher education. $3 1148448
650 4 $a Educational technology. $3 556755
650 4 $a Music education. $3 1179893
653 $a Interviews
653 $a Online learning
653 $a Pedagogy
653 $a Public musicology
653 $a YouTube
653 $a Content creators
655 7 $a Electronic books. $2 local $3 554714
690 $a 0413
690 $a 0745
690 $a 0710
690 $a 0522
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Temple University. $b Music History. $3 1472523
773 0 $t Dissertations Abstracts International $g 85-02A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30525158 $z click for full text (PQDT)