Popular Multimedia Video Tutorial Websites

Popular Multimedia Video Tutorial Websites:
An Explanatory Study
Submitted To:
The Dean
Faculty of Arts
Purbanchal University
Biratnagar, Nepal
Submitted By:
Pratik Man Singh Pradhan
PU Registration No: 057-1-3-05976-2014
Symbol No: 140023
Shepherd College
2016

i
Preface
This thesis is a detailed study on Popular Multimedia Video Tutorial websites. The
thesis explains the details about the existing video tutorial websites and its status of use
in multimedia education. It also examines the popularity of multimedia video tutorials
among students and professionals for updating themselves time and again to keep up
with the current media market. The research as observational and statistical data of the
research.
Recently, there have been a number of multimedia video tutorial websites online where
anyone can learn media subjects such as photography, video editing, animation,
filmmaking and other related subjects to get actual professional hand on experience at
the learner’s own pace.
Those countries with easy internet access specially have it easy to access such content
at instant level and these websites are even getting popular in countries with low
internet speeds. This is due to the fact that the tutorials are well made and very detailed
about the contents that they teach.
As time goes by, online video tutorials can serve as a primary means of education,
especially for multimedia sector as most of the people have access to computers these
days. There are numbers of websites online which are free of cost and some requires a
timely subscription fee. With the availability of pre-paid gift cards, anyone in the world
is able to access even the paid websites easily to take advantage of this new facility.

ii
Recommendation
This is to certify that thesis submitted by a student of Master in Media
Technology (MMT) Mr. Pratik Man Singh Pradhan has been prepared as approved by
Research Committee of Shepherd College in the prescribed format of Faculty of Arts.
Purbanchal University. This thesis is forwarded for the further procedure of
examination.
Supervisor Campus Chief
Name: Sudhir Shrestha Name: Dr. Suresh P. Acharya
Signature: Signature:
Date: Date:

iii
Abstract
Due to the development in technology, Multimedia Video Tutorial Websites are
available for learners and teachers easily. These types of websites are growing in
popularity and are increasing with the contents they have over time. The contents are
mostly available for a monthly based subscription free along with free and pay per
course fee as well.
Due to the change in technology, it is important for leaners, professionals and trainers
to stay updated with the latest technology. Multimedia video tutorials are an effective
way to stay updated as it is easy to access and one can know the exact method as it
shows practical demonstrations of the concepts.
Most of the people and institutions from places with internet access knows about these
kinds of websites. But yet these websites has not been fully adopted in the education
system as most people still prefer the traditional method of learning and are not fully
use to the multimedia video tutorial websites yet. However, as technology is growing,
it will be important for the modern world to apply and get used to this method of
learning as it is an easy and affordable method to remain updated with the latest
technology as quickly as possible.

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Declaration
I hereby declare that the work reported in this thesis entitled “Popular
Multimedia Video Tutorial Websites: An Exploratory Study” submitted to Shepherd
College, School of Humanities and Social Science, Department of Mass
Communication and Journalism, is my original work done for the partial fulfillment of
the requirements for Master’s Degree in Media Technology under the supervision of
Sudhir Shrestha, lecturer of IT Applications in Media and Interactive Communication
at Shepherd College, Kathmandu, Nepal. I have attributed to the sources of information
to the best extent of my knowledge about them.
January, 2017
PU Registration No: 057-1-3-05976-2014
Symbol No: 140023

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Acknowledgement
This dissertation, which supplements the partial fulfillment for the completion of
Master degree in Media Technology from Purbanchal University, has proved to me a
'privileged obligation' as it facilitated my exploration of Multimedia Video Tutorial
Websites at a global scale, which is an emerging method of education.
I have tried my best to explore the matter. The completion of this dissertation was
possible with the help of many cooperative individuals who supported me directly or
indirectly.
I am grateful to my Suresh Acharya for his inspiration and guidance for this study.
My research would be incomplete if I would not have gotten an email response from
Picasso Animation College in Uttar Pradesh, Idea and California Institute of the Arts in
California, USA.
I am thankful to Professor Han Verschure, professor of University of Leuven, Sangita
Singh, Lecturer of Institute of Engineering and Brad Cowan, Cofounder and Video
President of Media at the Arc Academy and Adjunct Instructor at Columbia College,
Chicago, USA. I am very thankful to all of them for their professional insights.
I am also grateful to Rupal Shakya, a starter animator at Incessant Rain Studios,
Swornim Bajracharya, a Photography Enthusiast and a student and Kunal Rai, a junior
editor at Highlights Nepal. I am grateful for their insights as starters and learners.
Lastly, I would like to thank all the people who took part in my survey for an in-depth
research. And I would also like to thank all the viewers of the YouTube channel,
TutorTube, which made it possible to know the exact involvement and demographics
of multimedia video tutorials.

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Table of Contents
Contents
PREFACE................................................................................................................................. I
RECOMMENDATION..........................................................................................................II
ABSTRACT........................................................................................................................... III
DECLARATION....................................................................................................................IV
ACKNOWLEDGEMENT...................................................................................................... V
CHAPTER 1 - INTRODUCTION..........................................................................................1
1.1 BACKGROUND..................................................................................................................2
1.1.1 Multimedia Video Tutorials Websites......................................................................4
1.1.1.1 Linear Video Tutorials....................................................................................................4
1.1.1.2 Interactive Video Tutorials.............................................................................................5
1.1.2 Multimedia Video Tutorial Websites .......................................................................6
1.1.3 Multimedia Video Tutorial Websites in Educational Sector....................................9
1.1.4 Usage of Multimedia Video Tutorial Websites......................................................10
1.1.4.1 Course Revision............................................................................................................10
1.1.4.2 Flipped Classroom........................................................................................................10
1.1.4.3 Self-Learning................................................................................................................11
1.1.4.4 Hobby Development.....................................................................................................11
1.1.4.5 Skill Update..................................................................................................................11
1.2 OBJECTIVE OF THE STUDY..............................................................................................11
1.2.1 General Objectives ................................................................................................11
1.2.2 Specific Objectives.................................................................................................12
CHAPTER 2 – LITERATURE REVIEW ...........................................................................13
2.1 OVERVIEW .....................................................................................................................14
2.2 BRIEF HISTORY OF E-LEARNING.....................................................................................15
2.3 THEORY AND PRACTICE .................................................................................................16
2.3.1 Theory of online learning ......................................................................................17

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2.3.1.1 Asynchronous Mode.....................................................................................................20
2.3.1.2 Synchronous Mode.......................................................................................................20
2.3.2 Practice of Online Learning..................................................................................21
2.4 E-LEARNING IN 21ST CENTURY ......................................................................................23
2.5 KEY ISSUES ....................................................................................................................25
2.6 SURVIVING IN THE INDUSTRY.........................................................................................27
2.6.1 Benefits of online learning.....................................................................................28
2.7 DISTANCE EDUCATION...................................................................................................28
2.8 USE OF DIGITAL EDUCATION IN SCHOOLS......................................................................30
2.9 UTILIZING ONLINE LEARNING........................................................................................32
CHAPTER 3 – RESEARCH METHODOLOGY ...............................................................35
3.1 INTRODUCTION...............................................................................................................36
3.2 RESEARCH DESIGN.........................................................................................................36
3.2.1 Research Question.................................................................................................37
3.3 NATURE AND SOURCES OF DATA ...................................................................................37
3.3.1 Limitations of Study...............................................................................................38
3.3.2 Sample Size............................................................................................................38
3.3.3 Primary Sources....................................................................................................39
3.3.4 Secondary Sources.................................................................................................39
3.4 SAMPLING AND DATA COLLECTION ...............................................................................39
3.4.1 Sampling of Institutions.........................................................................................39
3.4.2 Sampling of Instructors .........................................................................................40
3.4.3 Students and Learners ...........................................................................................40
3.5 RESEARCH VARIABLES...................................................................................................40
3.6 TOOLS FOR ANALYSIS ....................................................................................................40
3.7 METHODS OF ANALYSIS AND INTERPRETATION .............................................................40
3.8 ORGANIZATION OF THE STUDY ......................................................................................41
CHAPTER 4 – DATA PREPARATION AND ANALYSIS...............................................42
4.1 INTRODUCTION...............................................................................................................43
4.2 BASIC SUMMARY OF THE FINDINGS ...............................................................................44

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4.3 LEVEL OF FAMILIARITY IN THE MARKET........................................................................45
4.4 USE IN INSTITUTIONS .....................................................................................................46
4.5 ENCOURAGEMENT BY INSTITUTIONS..............................................................................47
4.6 AFFORDABILITY .............................................................................................................49
4.7 INTEGRATION IN THE EDUCATION SYSTEM ....................................................................52
4.8 ACADEMIC AND PROFESSIONAL USE..............................................................................54
4.9 FUTURE PROSPECTS .......................................................................................................55
4.10 WAY OF USE ................................................................................................................57
4.11 EASE OF USE ................................................................................................................58
4.12 LEVEL OF EFFECTIVENESS............................................................................................59
4.13 INVOLVEMENT OF EXPERTS IN DEVELOPMENT.............................................................60
4.14 MAJOR FINDINGS OF THE STUDY..................................................................................61
CHAPTER 5 – SUMMARY, CONCLUSION AND RECOMMENDATION..................64
5.1 SUMMARY ......................................................................................................................65
5.2 CONCLUSION..................................................................................................................66
5.3 RECOMMENDATION........................................................................................................67
REFERENCES.......................................................................................................................71
APPENDIX.............................................................................................................................74
UNIVERSITY EMAILS............................................................................................................74
TUTORTUBE YOUTUBE CHANNEL – FULL TRAFFIC STATISTICS ...........................................75
SURVEY FORM .....................................................................................................................78

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Table of Figures
Figure 1- CardNepal.com Website...........................................................................................................3
Figure 2- Pixel Editing Linear Video Tutorial page from Lynda.com .....................................................4
Figure 3- Basic Programming Interactive Video Tutorial in KhanAcademy.com ...................................5
Figure 4 - E-learning Concept (FitrieAprilia, 2015)...............................................................................14
Figure 5- Google Classroom on Android ...............................................................................................16
Figure 6- Association of Audio, data and video (Fahy, 2004) ...............................................................19
Figure 7 - Types of E-learning ...............................................................................................................20
Figure 9- Full Sail University Online Degree ........................................................................................22
Figure 10- Key aspects of formative assessment (Pachler & Daly, 2011) .............................................31
Figure 11- Adobe Creative Cloud Update Link Page.............................................................................43
Figure 12- Result for Question "Do you know about multimedia video tutorial websites?"..................45
Figure 13- Lynda.com online Advertisement Banner ............................................................................45
Figure 14- Result for Question "How often do you or your institution use them?" ...............................46
Figure 15 -Result for Question “What is the encouragement level of multimedia video tutorial websites
in your institution or organization?”.......................................................................................................48
Figure 16 - Result for Question “Do you think that the multimedia video tutorial websites are affordable?”
................................................................................................................................................................49
Figure 17- Result for Question “Do you think that all multimedia video tutorial websites should be free?”
................................................................................................................................................................50
Figure 19 - Result for Question "Will you be encouraged to use multimedia video tutorial websites if
they are free of charge?".........................................................................................................................50
Figure 18- Lynda.com subscription prices .............................................................................................51
Figure 20- Answer for Question "Does any educational institution you know use multimedia video
tutorial websites as a part of the educational curriculum?" ....................................................................52
Figure 21- Answer for Question "Do you think it is a good plan to integrate multimedia video tutorial
websites in the education system?" ........................................................................................................52
Figure 22 - Answer to Question "Do you use multimedia video tutorials to update yourself academically
or professionally?” .................................................................................................................................54

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Figure 23 - Answer for Question "Do you believe that one can learn more from multimedia video tutorial
websites than from a traditional classroom?".........................................................................................54
Figure 24- Answer for Question "Do you think that multimedia video tutorial websites will be more
familiar in the days to come?"................................................................................................................55
Figure 25- Answer for Question "Do you think that multimedia video tutorial websites will replace the
traditional methods of education?".........................................................................................................56
Figure 26 - Answer to Question "What device(s) do you prefer to view multimedia video tutorials on?"
................................................................................................................................................................57
Figure 27- Answer for Question "Do you think that the access to multimedia video tutorial websites are
difficult?" ...............................................................................................................................................58
Figure 28 - Answer for Question "What do you think is the level of effectiveness on learning with the
use of multimedia video tutorial websites?"...........................................................................................59
Figure 29- Answer for Question "Do you think that multimedia video tutorials will more likely make the
learners unproductive and dependent?"..................................................................................................59
Figure 30- Answer for Question "Do you think that experts will be interested to make multimedia video
tutorials?" ...............................................................................................................................................60
List of Tables
Table 1- TutorTube YouTube Channel statistics (Top 10 countries) ___________________________61

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CHAPTER ONE
Introduction
1.1 Background
After 1990, internet started getting popular among the public (Internet Society,
n.d.). The concept of digital education was starting and was at an infant stage. As time
went on, internet started growing in popularity and dial-up internet started getting more
popular day by day. However, the internet speed at that time could not support good
quality video streaming.
After 1998, MPEG-4 standard was released making it easier to share videos
online, although it was not the dominant media format then (Koenen, 1998). Also DVD
disks became commercially available to the market making it easy for distribution of
DVDs (TechTarget, n.d.). In 1998 Google Search Engine was launched (Kopytoff &
Fost, 2004).This made searching for materials easy on the internet for professors,
students and professionals from all around the world.
Slowly, the speed of the internet started getting better and better until in 2005,
YouTube was launched and video sharing online became more common than ever
(Dickey, 2013). Soon enough iPhone was launched in 2007 changing the way by how
the public used the smartphone (Digital Preservation Management, 2003) Due to all
these innovations, sharing multimedia contents such as graphics, audio, video and text
became very common using the internet. In this way online tutorial sites started gaining
popularity and websites like Lynda.com, DigitalTutor.com started gaining the online
training market for multimedia.1
Slowly these days, each of the multimedia software
production company are having their own free of cost web tutorials, which the public
1
The websites mentioned are common results while searching in major search engines like
Google, Bing and Yahoo

3
can use to learn more regarding multimedia matters making it easier than ever to access
and learn new things online.
The amount of information in the web for learning resources are increasing day
by day. According to Robertson (2015) about 500 hours of video footages are uploaded
in YouTube in average every minute. And those videos include free multimedia training
videos as well. Especially for multimedia education, most software developers have
free courses on their website to learn the software completely for free of cost. Also due
to this, the learners simply have to see these video courses if they want to update
themselves about some topic.
Not all of the online tutorial websites may be free. In the old days, accessing
these paid materials online required one to have international debit or credit card. So
people in Nepal had no way to access these contents. But with the availability of prepaid
gift cards, anyone in the world is able
to use these cards to access and pay
for these online contents. To access
these paid contents from Nepal,
learners can buy a pre-paid gift card
from cardnepal.com2
if they do not
own an international credit or debit card.
This thesis being carried out researches on the availability of multimedia video
tutorial websites and its popularity among learners and the level of encouragement the
lecturers, trainers and institutions give to the students to use such contents for their
education.
2
Available for purchase through esewa.com and other local online payment systems.
Figure 1- CardNepal.com Website

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1.1.1 Multimedia Video Tutorials Websites
Multimedia video tutorials websites is a branch of video tutorials which is a part
of e-learning environment. It started after the introduction to Web 2.0 as it changed the
way how we learned through digital interactivity (Anderson, The Theory and Practice
of Online Learning, 2008, p. 122).These kinds of tutorials may be of independent use
where any public subscribers may access the content or it can be private based such as
for an institution or a university. Some requires a subscription fee while others can be
free.
Video tutorials in general can be found either disks or websites3
. But due to the
popularity of the internet speed in recent days, web has become the most convenient to
access these kinds of contents. Video tutorials may be in a linear format or it can be
interactive.
In this thesis we are focusing mostly on linear format of multimedia video
tutorial websites along with few interactive once. It is common for most multimedia
video tutorials to be captured in a linear format by recording the computer screen and
by recording lectures and multimedia tools are complex.
1.1.1.1 Linear Video Tutorials
Linear video tutorials are most commonly
made and used. It is usually made for
complex lessons. It requires less time to
make compared to interactive video tutorials
and therefore are uploaded faster and are
found in websites like YouTube. These can
3
Midas Education CDs is a common example of video tutorials found in the local Market of
Nepal while Adobe TV is an online Website example in the international market.
Figure 2- Pixel Editing Linear Video Tutorial page
from Lynda.com

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be viewed in any multimedia device that supports video such as in a Mobile Phone,
Tablet or Computer. These kinds of video tutorials usually have a series of chapters and
lessons. The learners can watch them in order and complete the tasks as the
demonstration in the video. There is no direct method of contact with the video tutorials
in this case but if the learner gets confused at some point, he or she can simply replay
the particular part of the video lessons.
These video lessons are more like lectures in a classroom in a recorded format.
Since learners can view these videos in their personal devices, it gives the user a private
lesson experience. Sometimes the authors of these videos even create exercise files so
that the learners can follow along with what is being taught in the video tutorial.
1.1.1.2 Interactive Video Tutorials
Usually made for simple lessons,
Interactive video tutorials on the other
hand is complex to make and requires
good amount of experience to make.
This is why these types of video tutorials
are made less and are rare unlike the
linear formats. These are usually for
specific devices such as for desktop computers only or for certain devices. This is
because unlike the linear format, it is not purely video but computer application based.
Interactive video tutorial provides real time feedback to the learners about the exercises
that they accomplish. So the video tutorials is able to tell if the exercises being done by
the learner is right or wrong in an instance.
Due to the invention of interactive websites, these kinds of video tutorials are
increasing in number (Moreofit, 2016). Some websites also provide a community where
Figure 3- Basic Programming Interactive Video Tutorial in
KhanAcademy.com

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they can post their exercises as let others correct it just like a user would comment on a
status in a social media site. And also these types of video tutorials are popular as mobile
applications. Touch screen that the mobiles these days have provide a good interactive
learning experience for the learners.
1.1.2 Multimedia Video Tutorial Websites
Multimedia video tutorial websites may be specialized in just providing
multimedia courses such as video editing, animation, photography and so on or it may
be a part of bigger video tutorial collection from other courses as well. It is considered
that a website is popular and successful if it manages to get more than 10,000 unique
visitors a day. So this thesis will just focus on the multimedia video tutorial websites
that has around or more than 10,000 unique visitor a day (Owen, 2007). Out of them,
these are most commonly used and visited around the world.4
tv.adobe.com
With daily unique visitors of 3,348,779, Adobe TV lies at the top of the list and
is hosted by Adobe itself, which develops a range of multimedia applications. The
website is free of cost for use and has the basics of all Adobe multimedia applications.
But the website is limited to only Adobe application tutorials.
udemy.com
Udemy is a video tutorial website where professionals can post their own video
tutorials and share it for free of cost or charge for course. It has a daily unique visitors
of 561,314. Come contents are available for free of cost while others usually cost from
$30-$50. Preview contents can be accessed prior to purchasing the full course. Unlike
4
All website traffic sources from http://www.siteworthtraffic.com/ on 12th
June, 2016. All
websites mentioned in the list were personally visited and examined for the information mentioned.

7
regular video tutorial websites, the learners have to pay a onetime fee for each course
instead of having a time-based subscription.
khanacademy.com
A free to use interactive video tutorial website where teachers and parents can
actively monitor the students who learn within the site. Each video tutorial is followed
by a range of interactive exercises and a community reviews it after the exercises are
done providing a feedback on how the students are doing. It has daily unique visitors
of 311,804. This website is good for learning the basics about animation concepts and
multimedia technologies and is the best for school and high school level students.
lynda.com
With daily unique visitors of 309,159, Lynda.com is popular a popular choice
for learners as it provides a range of multimedia courses for a timely subscription fee
from about $20 a month. It has a huge library of video tutorials ranging from
photography, video editing to 3D animation. All the contents are accessible with the
same subscription. The contents in the website is managed by the web owners itself so
the tutorial videos has a standard format of courses with range of exercise files to follow
along with the video tutorials. Leaners can few some sample lesson videos prior to
subscribing to the website.
tutsplus.com
Owned by Envato, which provides a range of multimedia templates, assets and
people for hire, tutsplus.com provides a range of multimedia courses for just $15 a
month. It has a daily unique visitors of 218,874. Some preview videos are free to watch
prior to subscription. The video tutorials in this website are focused on multimedia
based web design.
pluralsight.com

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With daily unique visitors of 90,632, pluralsite.com has good collection of
multimedia based web design and graphics design courses. The subscription fee for this
websites is around $49 a month, which is higher compared to most subscription based
video tutorial websites. The site has a unique feature of measuring learner’s skills with
a range of tests and track the growth rate of skills as well.
laracasts.com
It has a daily unique visitors of 59,765, and is a video tutorial website to learn
all about multimedia based web design from basics to advance. The monthly
subscription fee for this website starts from $9 a month, which is one of the lowest
compared to other multimedia video tutorials websites. It is also possible in this website
to directly get a lifetime subscription of $350 with no extra fees.
skillshare.com
With some free courses for free members and a monthly subscription fee of $10,
skillshare.com provides a range of multimedia video tutorials from a range of
independent teachers. It is where experts from different multimedia sectors post their
tutorial videos. Unlike other independent video tutorial websites, you only pay the
subscription fee and not individually for each course. The website has a daily unique
visitors of 37,215.
digitaltutors.com
With daily unique visitors of 28,334, Digital Tutors specializes in providing
animation based courses from 3D Animation, VFX, CAD and Game Development.
Compared to most multimedia video tutorial websites, the level of lessons in this
website is very advance and taught in detail. This is a good website to learn from if the
learner wants to focus purely on 3D Animation. Some starter preview lessons are free
and full range of lessons can be access for a monthly subscription fee of $29.

9
videocopilot.net
Video Copilot produces a range of plugins for Adobe After Effects and Cinema
4D. The plug-ins should be purchased but the video tutorials in the website are free. It
specially provides videos tutorials on Adobe After Effects on how to use the plugins to
get good quality effects. It also has some Cinema 4D and Autodesk 3DS Max tutorials.
It has a daily unique visitors of 21,734
videomaker.com
Videomaker is an online magazine with the latest trends and techniques in
filmmaking. It provides video courses for free of cost where a range of filmmaking
related video tutorials are available. It has a daily unique visitors of 12,811. A basic
monthly subscription fee with the limit 4 video tutorial courses a month costs $2.5 while
for unlimited access costs $26.5 a month on the website.
1.1.3 Multimedia Video Tutorial Websites in Educational Sector
Multimedia video tutorial usage in the educational sector is growing although
the traditional method of education still exists. According to research conducted by
Schitz (2015) students show more level of classroom engagement if video tutorials as
used ad they find it interesting. Classroom are slowly increasing the use of video
tutorials in lecture for clear explanation purposes instead of just using traditional slides
or board. Students often are using YouTube more than ever to clear out their confusions
about the theoretical lessons they learn in a classroom.
However, video tutorials are not fully adapted in educational sector yet. Main
obstacles for not being able to use video tutorials in classroom include students not
having access to proper required technology, videos not being able to convey the
contents well and lack of high quality video tutorials (Broken Airplane, n.d.).

10
Although the production and use of technology is growing, students usually
have smartphones or tablets rather than proper computers. For multimedia video
tutorials, the exercises needs to be carried out in a computer itself. Some educational
institutions are even trying to replace teachers with video tutorials and while others feel
that video tutorials are no effective to learn from at all.
Most of the video contents available in video sharing website such as YouTube
lack quality multimedia video tutorials. As it is a free source, most students rely on it
without considering the facts on who uploaded it.
1.1.4 Usage of Multimedia Video Tutorial Websites
Multimedia video tutorials can be used by anyone who wants to gain a new skill.
It can be used by hobbyists, students and professionals to gain new skills. Here are a
few of its usage indifferent contexts5
.
1.1.4.1 Course Revision
Not everything taught in a classroom can be remembered by a 100%, especially
the technical level of detailed steps required for multimedia content production. So
video tutorials can be used for revision of certain contents taught in a classroom.
Teachers can suggest videos that closely related to the contents in the classroom or
make their own version of tutorials with the exact contents taught in the classroom.
1.1.4.2 Flipped Classroom
Flipped classroom is the new concept of education where teachers let the
students study the concept of a lesson first before discussing about it in the classroom
(Tucker, 2012). For multimedia education this can be utilized very well. Certain
exercises can be given by the teachers to be done after watching the video tutorials and
5
Information mentioned based on personal experience and findings.

11
then help the students to clear the confusions in the classroom. This way teachers can
focus entirely on helping out the students in the points only when they require it.
1.1.4.3 Self-Learning
To learn more than what is taught in a classroom or to simply learn a new skill,
multimedia video tutorials can be of a great use. For example if the course the student
is studying provides lessons on software like Adobe After Effect, students can learn
Nuke as an extra tool to be used in multimedia.
1.1.4.4 Hobby Development
Multimedia may be profession to some but it is becoming more of a hobby for
people as well. Topic such as Photography, Editing and Effects are used for family
events as well. Multimedia video tutorials can be well used by such people to learn
more about it without having to join a separate training course.
1.1.4.5 Skill Update
As technologies keep on changing, professionals need to keep on updating
themselves especially as software applications keep on updating in the multimedia
sector. Multimedia video tutorials are more convenient in this case as professionals
usually lack time to take the course again to update themselves.
1.2 Objective of the Study
The main objective of this study is to find out the overall level of popularity
and the level of their use of the video tutorial websites at a Global Scale. The study
will determine whether the video tutorial websites are well popular specially among
common students and if it has become reliable alone apart from books and guides for
students and professionals to depend on.
1.2.1 General Objectives
To find out the quality and detail of the videos published in these websites.

12
To examine the possibilities of use of such videos in academics and training
programs.
To examine the possibilities more level of interactivity in such websites.
To examine the level of making such services charge lower rate or free of cost.
1.2.2 Specific Objectives
To search and list out the most popular and reliable multimedia video tutorial
websites.
Check their level of authenticity and if they can be depended upon for
academics and professional career.
To examine its history present and future perspective.
To measure the level of affordability for people in global context.

13
Chapter 2
Literature Review

14
CHAPTER TWO
Literature Review
2.1 Overview
Computers offer us with so much versatility that it can be used as a very useful
tool in multimedia education. Video tutorials are a form of online learning and unlike
just list of contents that learners can search through, online learning has a series of steps
to follow. Online learning such as these have no limit to just multimedia video tutorials
but can be used to teach almost anything according to Carliner (2004).
In a classroom environment, learners only tent to gain information that are given
to them. But in an online learning environment through the use of computers, learners
are able to learn whatever content they wish to learn and also store them for future use.
Figure 4 - E-learning Concept (FitrieAprilia, 2015)

15
Learners also usually intentionally use online learning platforms so they are more
focused while using it. It can be utilized for both formal and informal type of learning.
Growth of internet and access to massive information online e-learning is
becoming a major platform to gain knowledge (Holmes & Gardner, 2006). It is also a
good platform to increase anyone’s current level of understanding and research at a
deeper level about different topics.
Over the past decade, video-based learning has increased very much and has
become an effective way to deliver educational contents (Jefferies & Cubric, 2015).
Websites like YouTube, Lynda.com and Khan Academy has various contents which the
learners can refer to. The videos included in these websites have illustrations and
animations that supports for an easy level of understanding for the learners.
It an e-learning system, the contents are usually controlled through a desktop
computer but also the use of touch screen tablets and 3D virtual reality environments
can be used (Jefferies & Cubric, 2015). By this we know that the e-learning system has
become more flexible than ever before and can be accessed easily by anyone using most
devices digital devices in the market today.
2.2 Brief History of E-learning
According to Holmes & Gardner (2006), positive outcomes of e-learning started
at 1960s and following is a brief history of how it all started around that time:
1963 – The British Computer Society established school committee for
promotion of digital education in schools.
1965 – First computer was kept in a UK school
1967 – Establishment of National Council for Educational Technology
1967 – Universities Grants Committee and Computer Board reviewed
the requirements for use of e-learning in universities.

16
1969 – Release of three reports focusing on computers in education by
The National Council for Educational Technology
1969 – Interim Computers in Schools report released by The Scottish
Office
With the help of this brief historical timeline of e-learning, it is possible to
understand that the concept of e-learning started in early times although it might seem
like a new and a recent concept.
2.3 Theory and Practice
Multimedia video tutorials
are there in the form of linear format
and is getting more and more
popular. But educational institutions
rather need interactive type of
multimedia video tutorials and a
system known as Multimedia Instructional Design Editor (MIDE) is being used for it
(Anderson, 2008). This enables the learner and instructor to get in touch with one
another. A common example for this is Google Classroom and Schoology. It is where
instructors can manage their classrooms, share multimedia contents and manage
assignments.
Even most educational these days depend on programmed learning of
depending on printed text. It is used by most students as the major way for revising for
exams (Holmes & Gardner, 2006). We can see that the use of traditional books,
examination methods and teaching methods are still widely used although they know
that they can shift to the e-learning method.
Figure 5- Google Classroom on Android

17
Website like http://teemeducation.org.uk and https://www.heacademy.ac.uk are
providing platforms for school teachers and professors for creation and sharing of
digital content for online based learning. Also the earliest form of online learning was
initiated in 19716
by a person named Michael Hart. It is known as Project Gutenberg as
the web address http://www.gutenberg.org where copyright free books are shared
(Holmes & Gardner, 2006). Also http://moodle.org give free access to a full learning
environment for educational institutions.
2.3.1 Theory of online learning
While video tutorials focus just on delivering contents, online learning as a
whole is considered to interaction between learner, instructor and the contents. Ally
(2004) mentions that online learning happens when internet is used to access the
learning materials. It involved the interaction of instructors and learners through the
internet as well. All of the learning and teaching process happens online through the
use of internet where the instructor guides the leaner with the help of video tutorials
and other materials.
Technological developments are getting better and easier to use these days.
Authoring and publishing tools are simplified so that instructors and learners are easily
able to use them to make and access the contents without complications (Holmes &
Gardner, 2006). Internet has created a freedom of publishing information as well so
instructors can easily use the authoring tools to publish the learning contents online.
According to Anderson (2008), there are 7 Multimedia Principles:
i. Multimedia principle – Students learn better from graphics and pictures
compared to just words.
6
Internet got introduced to public after 1990s but the concept of online content sharing started
early on.

18
ii. Spatial contiguity principle – Use of words and pictures together creates
a better understanding in students.
iii. Temporal contiguity principle – Instead of using words and pictures one
after another, it is better to present it simultaneously for students
understanding.
iv. Coherence principle – Use of external words help for better
understanding of the subject among students.
v. Modality principle – Use of animation and narrations in the tutorials help
for a better understanding.
vi. Redundancy principle – Since people have limited processing ability,
use of pictures, animations, text and narration helps for a better focus
and understanding.
vii. Individual differences principle – This generally works for students who
have a low capacity of learning compared to those with high capacity of
learning.
Graphics and videos these days can be accessed through any devices and access
to multimedia video tutorial websites is must more convenient than ever. And
animations in such has proven to be more effective than other forms of learning.
Technologically it is possible to easily distribute these kinds of video files in
various devices. But usually the video tutorials that we get in a DVD is non-interactive.
However, the development of internet speed is grow as the public demands for it is
increasing.
Planning for a creation of an e-learning platform should be based on audience,
resource needs, proposed learning outcomes and assessment needs & methods (Holmes
& Gardner, 2006).

19
A good online educational website includes:
Personal welcome message for the learner
Information about online learning
Content access method details
Log-in ID and Password for security
Rules and procedures
Course Syllabus
It is believed that this will lead the learner to take full advantage from an online
learning platform.
Figure 6- Association of Audio, data and video (Fahy, 2004)
As we see in the figure above, the information exchange and relationship building is at
its highest when Audio, Data and Video are all used together instead of just audio to
convey the information.

20
E-learning has basically two modes of learning according to Piskurich (2004).
Namely Asynchronous and Synchronous.
Figure 7 - Types of E-learning
2.3.1.1 Asynchronous Mode
Asynchronous mode of e-learning is where the learner is not able to interact
with other learners. This usually is the case for radio, television and CD-ROM based
education. However, there are numerous websites online which does not let its users
interact with other users so they fall under this category.
2.3.1.2 Synchronous Mode
Synchronous mode of e-learning is what is popular these days and you are
allowed to communicate with other users learning the course. This is especially true for

21
online based degrees where the classmates are freely allowed to communicate in the
classroom chat application and are also allowed to communicate with the lecturer just
like in a real classroom.
2.3.2 Practice of Online Learning
In practice, most online learning is based on assessments. We can see this in
multimedia video tutorial websites as well. Leaners are given with some resources in
order to complete certain tasks guided in the videos for better interactive learning. Most
online learning in practice also uses this methods where the learners are expected to do
some kind of exercises. In case of educational institutions, they are marked by
instructors and the feedback is given online as well (Ally, 2004).
It is considered to be a more flexible method of learning compared to on campus
learning. Ally (2004) also states that according a research conducted in 2005, almost
68% of the population were internet users and 95% of them were interested in online
learning. This is due to the fact that internet is accessible in most places these days.
While this might seem like a normal case for developed countries but even developing
countries are having a good access to internet these days so online learning is possible
almost everywhere.
Athabasca University is one of the examples of an educational institution
wanting to remove its barriers by providing online education.7
It is believed that for a good online learning video production, a course
development team is required and it should contain 5 key roles (Anderson, 2008). They
are:
Author– Person who produces the content to be kept in the video tutorial.
7
According to the university’s website http://go.athabascau.ca/ accessed on 31st
August, 2016,
it has over 850 distance and online courses.

22
Graphics Designer – One who makes the major graphical
representations of the contents and edit the videos to be published online.
Web Developer – Person who develops and design the website for the
learner’s access.
Programmer – The one who handles the security, software and database
in the website.
Instructional Designer – The one who guides the production of the
videos for better communication.
However if the industry is large, the key roles can be subdivided into larger
groups as well. But usually in non-profit educational sectors, the budget is low so roles
such as web developer and programmer are carried out by few or even the same person.
One person taking multiple roles may give a more creative freedom but might reduce
quality output.
Although the technological innovations are available, a research done in Silicon
Valley, California shows that
only 5 percent of the teachers
used the e-learning
environment. And most teachers
seem to prefer the traditional
method of teaching as they feel
that technology is restricting
(Holmes & Gardner, 2006).
However as educational institutions are slowly knowing the benefits of e-learning, it is
getting slowly utilized as well.
Figure 8- Full Sail University Online Degree

23
2.4 E-learning in 21st Century
While online learning is increasing in popularity, it has a very less chance of
replacing the classroom fully (Carliner, 2004). This is mainly due to the lack of
interaction that is necessary in the learning process. But then again, online courses are
available which will even get leaners certified after the course.
So far with the development of web 2.08
, the way of online education is
changing. At Athabasca University, tools such as Moodle is being used for online
Learning Management System (Anderson, 2008). So we can see that the use of online
education is increasing and is being used.
Lynda.com is an example of booking online video tutorial websites as e-learning
in 21st
century as it has over 144,000 video tutorials and under 3,500 different courses
from creative, business and other software related skill development areas (Jefferies &
Cubric, 2015). And there are many of its competitors such as Khan Academy, Digital
Tutors and Udemy. It was about that about 45% of the U.S. academic institutions were
using Lynda.com to support its course curriculums.
According to Jefferies & Cubric (2015), there are 5 stages of planning process
for e-learning courses:
i. Analysis – Identifying learning goals for the course
ii. Design–Defining the course specification
iii. Development – Course preparation
iv. Implementation – Delivering the materials to students
v. Evaluation – Assessment of pre-course and after course results
E-learning provides personal freedom of learning in comparison to traditional
classrooms (Garrison, 2011). A Learner can learn at his or her own pace on any topic
8
Refers to the modern use of internet that has improved interactive features.

24
of choice with the use of vast majority of content available online. However finding the
right course for online learning is necessary.
For past 50 years adults have said that the two major problems for learning new
content is it costs money and takes time (Piskurich, 2004). With the advent of e-learning,
these two things can be avoided as the contents are available in anytime a learner wants
with e-learning and can access free contents if the learner does not want to pay a fee.
Learners in certified courses take online virtual classes, which can also be a live
interaction course. Then learners are supposed to complete the course in certain given
period of time and give an online examination to get certified.
Schools need to take their students for a museum visit and usually it is limited
to a particular area. With access to e-learning museums are making a virtual platforms
worldwide so anyone can access it in a virtual tour environment (Holmes & Gardner,
2006). In this way students are able to know how some places are just exploring it on
their desktops.
Virtual communities for teachers also help them in keeping themselves updated
regarding the course that they are teaching. These kind of communities help the teachers
in getting in touch with other teachers and master teachers who they can constantly stay
in touch with to improve the style of teaching in classrooms (Jefferies & Cubric, 2015).
Also social media websites can be used for the same purpose as well to find groups for
teachers who share the common teaching subjects.
There are numerous collaborative online learning environments where learners
and instructors can discuss the course contents and work together to have a
collaborative output (Garrison, 2011). E-learning is therefore not teacher centered but
rather focuses both on teachers and students. The experience of e-learning is therefore
very different than that of a traditional education. Garrison (2011) also mentions that

25
“Establishing relationships and a sense of belonging are important.” This shows that
learners need to know each other so that there is more level of engagement in learning.
This is true for most e-learning websites these days as there are form, messages and
comment sections in websites that enable for the learners to communicate with each
other.
2.5 Key Issues
The term e-learning is often used without knowing that it actually is. Most
institutions apply e-learning platforms simply thinking that the system alone with
improve the education without considering that there are other factors too (Pachler &
Daly, 2011). Even while marketing e-learning, false promises are made regarding the
benefits of e-learning.
Also according to Pachler & Daly (2011) there are many e-learning contents but
they suffer from the lack of research. And they also say, “Learning online is a highly
complex and potentially emotionally fraught undertaking.” This means that most e-
learning contents found online are mostly made by beginners and are not reliable. And
To filter out the information in a reliable way is very difficult. This is in fact true if we
search for free tutorial videos on video sharing sites like YouTube, we find many
contents but most of them lack production quality.
Since mostly the online learning process is not interactive, it usually does not
provide an immediate feedback for the learners. It also is a common case for students
and teachers to not be online in the same time which creates an issue for applying online
learning fully in educational sector (Carliner, 2004). This enables for a low engagement
of students in subjects being studied.
Shifting to online education cannot happen overnight as it take time for the
society needs to adapt to it (Anderson, 2008). The society mostly still gives priority to

26
purely on campus education and the adaptation of online education fully and its value
is yet to increase.
According to the observation of The European Report on the Education and
Training 2010 Work Programme, the impact of technologies in education is not yet at
its full potential. E-learning platforms are there but the implementation of the system
in education still remains a major challenge (Pachler & Daly, 2011). The e-learning
should rather be encouraged by the teachers and the contents should be made by the
teachers itself for it to be more effective. Teachers often do not use the e-learning
platform as they have to spend more time in order to make e-learning contents. This
can only be resolved if easier tools are development top make the e-learning contents
so that teachers do not have to spend too much of their time learning how to use the
tools.
Since e-learning environment has less social engagement, learners often do not
feel much encouragement to learn (Garrison, 2011). Although the online learning
communities and forums as there, it is far less effective in comparison to real social
engagement while learning.
To maximize the use of e-learning and its potential, it has to be embossed into
our cultural system of education from school to universities. Accordingly to Pachler &
Daly (2011) there are 3 points to consider if we want the e-learning concept to change.
Universities should encourage the use of new technologies for e-
learning throughout its institutions.
Students should be taught about e-learning concept and its use during
the university studies itself.
Students should be taught from school itself on how to use the e-learning
technology for different courses.

27
Also internet speed may be good in first world countries but is still a problem
in most their world countries. So education contents has to be distributed from CD-
ROMS or DVDs.
2.6 Surviving in the Industry
As we all can observer that technologies keep on changing and we have to keep
up with the change. It is rather time consuming to go and take a new training course
each time the technology changes. So organizations are mostly using these online
learning tools for basic skills training and online degrees (Carliner, 2004). This lets the
employees gain a new skill or even an academic qualification using the online learning
platform.
To survive in the industry as a multimedia specialist, it is important to know the
overall development process of media production. That is Pre-production, Production
and Post-Production of the overall media production process (Cermak, 2012). When
applying for a job, one needs to present a list of skills that he or she has on his or her
cover letter and also provide the sample works to get accepted in the industry. And
usually people in this field start their career as an employee. Another way to start is to
become a freelancer. Usually a freelancer has to handle everything from budgets to
clients. And also it is important to keep oneself updated as multimedia production
technologies keeps on changing.
Cermak (2012) also mentions that although a person may be assigned some
particular tasks, these days they usually have to use multiple software applications. For
example, graphics designers usually use 2D applications to develop logos and other
graphical elements, but they also may be given motion graphics tasks where they may
have to learn and use both 2D and 3D graphics applications on their own. This shows
that self-learning has become more necessary than ever.

28
So after graduation, online multimedia video tutorial websites are seen to be
convenient method of learning for the multimedia industry employees and freelancers.
2.6.1 Benefits of online learning
Organizations mostly are using online learning to train employees and
educational institutions are moving on towards online education as well (Anderson,
2008).
Piskurich (2004) recognizes seven advantages if e-learning:
Reduced travel time and cost of learning
Self-paced learning
Contents accessible in anytime and in any place
Ability for revising the learning concepts
Easy review process
Self-reliant learning
Freedom of learning any content
Online learning enables the learners from any place or time zone to access the
content. In most of the cases instructors and learners do not have to be online at the
same time. In case of requirement for a live assistants, learners and instructors can
choose to be online at the same time as well. Learners can easily use the internet to
access the latest updated courses from different universities.
This method of learning and teaching is both beneficial for learners and
instructors as it is flexible.
2.7 Distance Education
People often consider online learning to be distance learning but it is a form of
distance learning (Carliner, 2004). Online learning such as video tutorials may be used
fully for distance learning or as a part of distance learning.

29
In case of distance learning, students are made to use the email and chat to make
intercultural communication between different schools (Anderson, 2008). With the use
of online conferencing applications an instructor is able to get in touch with students
around the world and interact with them at the same time while the students get to know
each other as well. So for a good distance education, educators must know that students
will be using these systems to communicate with the teachers and peers (Moore, 2013).
Teachers must best utilize the digital system for providing certain guidelines and should
apply meaningful method of teaching through it.
Use of distance education is increasing in universities and students seem to be
getting more use to the technology quicker than the lecturers themselves. But
educational benefits of distance education is yet to be realized (Moore, 2013).Students
are seeking more distance education than ever and institutions are providing them as
well. It can be seen that more and more graduates have distance education mentioned
in their certificates. And it turns out that the universities have more power over distance
education than regular institutions as universities can sustain well.
Moore (2013) states that while practicing distance education. The following 3
questions are to be answered:
What is the most important approach of theory building in distance
education?
How do we relate different ideas given through different distance
learning courses?
How can we get the best out of distance learning as it may be the future
of education?
Distance education has been preferred by the masses over time so a proper
method and approach of teaching method is to be developed for it. Students are often

30
unable to relate the contents taught by themselves, so a method needs to be developed
in order for the students in distance learning to relate the learning contents themselves.
More and more people are moving on towards distance learning due to the advancement
in technology. So universities should best try to adapt the distance learning to get most
out of it rather than giving a secondary priority to it.
Since most distance education takes place with the use of computers and internet
these days. It is essential to keep the hardware and software system requirements in
mind. Hardware devices such as computers tablets are getting cheaper day by day so
most learners are able to afford them. A specific hardware requirement for a particular
course must be set so that no problem arises during the distance learning process. Also
software applications required must be provided by the university so that the university
can easily stay in touch with the students via their software platform.
2.8 Use of Digital Education in Schools
Although introducing digital education in schools may have its advantages, just
the tools alone are not enough (Anderson, 2008). Along with a good digital education
system, the instructors should be trained to use the system effectively as well. This is
the case for students as well as they need to utilize the digital learning resources well.

31
Figure 9- Key aspects of formative assessment (Pachler & Daly, 2011)
According to the figure above, teacher should prepare the content accordingly
to clarify the information, design tasks for the learners and provide feedback on their
progress. Peers are to understand and share the content with each other and discuss with
one another for better understanding of the contents. Leaners should understand the
reason for learning a particular content and be active by doing the assessments and
communicating with peers. This is something that should be applied in schools.
According to Garland & Tadeja (2013) Traditional forms of schoolings are
failing more rapidly and perform poor on tests. U.S. Department of Education believes
that Virtual Schooling can be a solution to get these failing schooling systems to the
rise. In this way students can rather focus on the contents to learn on their own pace
instead of relying on a teacher in a traditional classroom setup.
It is believed that use of technology for online education and use of social
networking sites for interaction among students will be beneficial among students.
Teachers can use the same social networking sites that the students use outside of the
school to share their materials so that there is more level of engagement. Since children
born in mid and late 1990s are more use to technology than the older generations.

32
Garland & Tadeja (2013) has referred to this as their birth right to use technology. So
to engagement those schools should adapt the use of technology.
According to research by Kaiser Family Foundation (2010), it was found that
children and teenagers from age of 8-18 spent at least 7 hours and 38 minutes watching
entertainment media every day. So due to this fact it would be better if schools used
technology driven education as that is where the student’s concentration are in the
modern era.
Most children and teenagers use these technologies for entertainment purposes
but they fail to realize that there is a huge potential for education with it. Social
networking platforms are the best for creating networks among students and lecturer at
a local and a global scale. This way online communities can form and sharing of
knowledge can be made easier. Also the use of video tutorial websites will enable the
students to learn every content practically with demos for easier understanding.
Due to the rapid change and development in educational curriculum, it is also
important for the teachers to remain up to date with the contents. Video tutorial websites,
online coaching for teachers and even a virtual real time coach that is someone who
speaks to the earpiece of the teacher while teaching in the class itself for guidance can
be used (Garland & Tadeja, 2013).
2.9 Utilizing Online Learning
Online learning can be a great tool if you want to learn things fast. Since it is all
self-paced, learners can simply skip the things they already know and then replay the
things they are confused in (Carliner, 2004). Online learning also enables the learners
to repeat anything that they do not understand and learn about it till they are comfortable
with it.

33
In order to utilize the e-learning platform to its fullest, one must learn how to
use it get comfortable with it first. After learning how to use it, learning other contents
from it will be easy (Piskurich, 2004).And one of the major way to utilize e-learning is
to know which of the contents found online are genuine. Piskurich (2004) also mentions
“Because of the attention devoted to e-learning, it is increasingly difficult to navigate
the Internet when searching for the best and most recent information.” This shows that
it is important to know how to identify the true information online and this applies to
e-learning websites as well.
So something called Self-Directed learning is important here. Brockett and
Hiemstra (1991)mentions this as psychological predisposition of the learner. This
means the learner needs to develop some form of determination and a time table to
follow on their own as while utilizing the e-learning contents, it is easy to get distracted
as well. Basic level of academic skills like reading and writing are however important
to apply this practice.
The learner needs to plan ahead before using the e-learning content and get
familiar with the e-learning environment. Things to get used to include.
Notification area for latest updates
Personal page
Personal profile if present
Then further things to note down before using the e-learning content is to:
Navigate the contents
See the content structure of the course to go through
Test out audio and video devices if communication is involved in e-
learning

34
And to successfully utilize the e-learning environment, it is important to be a
part of online communities as communicating with others help you learn (Piskurich,
2004). Online communities may be on the same e-learning website or it may be in other
websites. Joining a community where people discuss things relating to a topic will help
a learner know much more specific contents relate to the topic they are learning.
Instead of just relying on e-learning focused on desktop computers, it can rather
be focused on portable computers such as tablets and mobile phones (Pachler & Daly,
2011). This is because people have more immediate access to mobile phones and tablets
are they are more like to use the devices rather than desktop computers. This will
improve the engagement level of the learners. And this process of learning will develop
with time as one utilizes e-learning content more in their daily learning.
E-learning is believed to be the best help for learners to gain new skills and both
learners and instructors get the freedom of setting up learning activities using this
platform (Anderson, 2008). Since e-learning is a flexible platform, learners can learn at
their own pace and instructors can upload contents in their own pace. Learners are then
able to access the content as they wish and take any amount of time required to learn
new skills from the video tutorials.
Teaching system should be made from the need of both the instructors and the
students. It should be easy for instructors to make the content and students to use the
contents.

35
Chapter 3
Research Methodology

36
CHAPTER THREE
Research Methodology
3.1 Introduction
Research methodology is the process done by the researcher to collect the data
for analysis. In this research both qualitative and quantitative methods have been used.
This is the part of the research which outlines the main steps to fulfill the research and
its results. Following are the things considered while applying the research
methodology:
Research Design
Nature and Scope of Data
Sampling and Data Collection
Research Variables
Methods of Analysis and Interpretation
Organization of the Study
3.2 Research Design
The research design section contains the plan to get answer to the main research
question. This is done through analysis and collection of data and information. A good
research design produces accurate answer.
This study majorly contains the research on how much the learners,
professionals and educational institutions are familiar with the multimedia video
tutorial websites. The study is done mostly on the basis of primary data sources.
According to the nature of data, the analysis and descriptive research is applied.
In order for the research question to be answered, questionnaire has been
prepared to be asked in interviews, surveys, online communities and personal emails
for the institutions.

37
While the educational institutions and universities related to media education
will be focused, students, professionals and teachers from general sectors of education
that is related to multimedia such as architecture and other designing fields will also be
interviewed. This is because the pattern of education for these types of courses are
similar as well.
Online medium such as emails and community pages will be used in order to
collect personal opinion data from random people from around the world.
3.2.1 Research Question
The main research question for this study is “How much are learners and
educational institutions familiar with and make use of the multimedia video tutorial
websites?” This is the base of the thesis for its overall content.
Following components will help for deeper level of research for the main
research question:
How popular are multimedia video tutorials in the television and other
production/design industries?
How often does professionals and students utilize the multimedia video tutorial
websites?
What is the level of encouragement the universities and institutions give to use
multimedia video tutorial websites?
These are the questions that is focused to know whether the multimedia video
tutorial websites are popular in use among the global internet users and is being used
professionally for their academics and industrial improvements.
3.3 Nature and Sources of Data
The study is based on both primary and secondary sources that is according to
the requirements while being mostly based on primary sources. The sources of data

38
were randomly chosen on the basis of response from around the world using online
media along with local level of research.
3.3.1 Limitations of Study
The main area of study for this research topic will be educational institutions
at a global context, which will include:
Universities
Training Centers
Since the study will be conducted at a global scale, the questionnaire will be
given out online through social media and interviews will be conducted online for
candidates outside the country. Some visits to local educational institutions inside the
Kathmandu Valley will be done for local level of research.
The interviews will be done with:
Lecturers
Trainers
Students
Media Professionals
The surveys will be collected from random subjects without boundaries.
Personal Emails will be collected from multiple international universities and
colleges.
3.3.2 Sample Size
The minimum number of total sample size is more than and not less than 100
with at least 15 of them being local subjects including all the sample subjects from
qualitative and quantitative method of research.

39
3.3.3 Primary Sources
Questionnaires have been distributed to random instructors, professionals and
learners from media industries, media education and general design related fields. The
questionnaires are mostly focused on the familiarity of multimedia video tutorial
websites and their use in their education. The questionnaires have been distributed in
person for local research while it has been distributed online through Facebook, Skype
and Online Communities for international level research.
Also emails has been collected from various multimedia educational institutions
and universities for international level of research. Personal interviews has been
conducted with instructors and learners for local level of research.
YouTube statistics of multimedia video tutorials related channel name
TutorTube9
is also used to show the popularity of video tutorials based on country.
3.3.4 Secondary Sources
Most the secondary sources are collected from publications and website data.
Mostly the secondary sources data are collected from multimedia video tutorial
websites themselves. Also the secondary sources has been collected from review
websites and community pages.
3.4 Sampling and Data Collection
3.4.1 Sampling of Institutions
Sampling of institutions were done on the basis of world university ranking
website www.4icu.org. The universities chosen are randomly selected according to
response but is made sure that multimedia education related degrees and courses are
provided there. This is done for an international level of research.
9
This is a personally owned channel party being for the purpose of research for this Thesis.

40
For local level of research, colleges and institutions related to the multimedia
field was chosen at random according to response.
3.4.2 Sampling of Instructors
Sampling of the instructors was done at a local level based on multimedia
institutions and colleges and also instructors from other course of studies related to
designing were chosen as the method of teaching matches in other courses as well. Also
the sampling here was done randomly according to response.
3.4.3 Students and Learners
Students and learners from different colleges and institutions were chosen at
random. Students from both multimedia and general designing fields were chosen for
this. They were also chosen randomly on the basis of response.
3.5 Research Variables
Awareness of multimedia video tutorial websites, use of multimedia video
tutorial websites and encouragement of multimedia video tutorial websites are the
research variables for the thesis.
3.6 Tools for Analysis
Primary and Secondary data collected are organized in tabular and chart form
according to the requirement. Detailed level of explanation for each of those graphical
data is given as well.
3.7 Methods of Analysis and Interpretation
The study is focused on researching and displaying the status of the use and
encouragement of multimedia video tutorial websites in the educational industry. It
shows the level of awareness, encouragement and use of it by learners, instructors and
educational institutions.

41
All data collected are graphically represented with some detailed information
given about the interviews taken from various sources. All the data are generated using
Microsoft Excel graph and charts generation tools.
3.8 Organization of the Study
This thesis contains 5 chapters as follows:
Chapter 1: Introduction
Chapter 2: Literature Review
Chapter 3: Research Methodology
Chapter 4: Data Preparation and Analysis
Chapter 5: Summary, Conclusion and Recommendations
The first chapter covers the basic concept of multimedia video tutorial, common
multimedia video tutorial websites, their issues and use, purpose of study, research
question and limitations of study.
The second chapter reviews the published contents and contents regarding
overall e-learning concept, multimedia video tutorials and multimedia video tutorial
websites.
Third chapter deals with research methodology used for research design,
sources of data collection, methods used for collecting data and examination of the data
collected.
The fourth chapter focuses on the interpretation of the data collected and its
detailed analysis. It has graphical presentations of the collected data to show the major
findings of the research.
The fifth chapter has the final conclusion of the study, summary and
recommendations for further research on the topic according to the research.

42
Chapter 4
Data Preparation and Analysis

43
CHAPTER 4
Data Preparation and Analysis
4.1 Introduction
Multimedia Video Tutorials are has become more essential in multimedia
education sector in order to be updated with the rapid changing technology used in the
media industry. We see that software applications related to multimedia update very
frequently. The updated has become so often that various updates are released in the
websites of the software quite
frequently.
With each update comes
new functionality which the
users need to learn and get used
to. And the easiest way to learn
the new functions is through
multimedia video tutorial
websites as it is the fastest means of learning new things and is the most updated course
available.
The main objective of this chapter is to analyze and present the collected
information for reasonable recommendations. The data has been examined and
analyzed using various statistical tools such as Google Forms and Microsoft Excel to
represent the collected data in graphical form.
The information in this section is the result of data collected from random
people from different cities from different countries to provide a global perspective of
multimedia video tutorials.
Figure 10- Adobe Creative Cloud Update Link Page

44
The surveys are taken from 101 random people around the world from different
professions but the interviews are done specifically with media professionals and
students. Some universities were contacted through emails for some data as well.
4.2 Basic Summary of the Findings
Multimedia video tutorials websites are found in abundance online and are
being used well by people who know about it. Although the number of websites are
plenty, people still prefer to use the cheaper option or the free option instead of paying
a monthly subscription fee for these video tutorial websites.
In a general level most of the people knows about Multimedia video tutorial
websites and their institutions and universities use it sometimes. However very few
universities actually use video tutorial websites as fully integrated system in their
education. Also many do not want a full integration of the video tutorial websites as
they are comfortable with the traditional method of education.
People who know about video tutorials also use mostly the free once and think
that it can be an extra resource to the education system rather than a fully integrated
system. However people believe that there is a high chance for video tutorial websites
to be popular in coming days and might change the way education is.
Most people think that the most of the contents in these websites should be
provided free of charge and they will us it if the contents are free instead of paid
subscriptions. Also they feel that it is sometimes confusing to access these type of
confusion. But overall can improve the learning capability of an individual.
Finally most believe that multimedia video tutorial websites may be more
effective than traditional classrooms for learning but has a change for non-productivity.

45
4.3 Level of Familiarity in the Market
Due to the advent of the internet
and popularity of the internet, multimedia
video tutorials are known to many in
recent days. According to the survey
conducted, 18% of the people said they
did not know about the multimedia video
tutorials websites while 82% said that
they knew about the multimedia video
tutorial websites.
Lynda.com is one of the websites used by many and is a common website that
most people know in the multimedia industry. However, people prefer to use YouTube
for quick search if they want to gain some knowledge about something.
Websites like these are also
commonly advertised online which
catches the attention of many in
websites like YouTube and Google
Search Engine. This is resulting in
growing popularity of these kinds of
websites and are making it more
familiar in the market. And these are
the websites where the users get to when they search for multimedia related lessons
online.
Even in local context of Kathmandu city, Midas E-Class is used and is known
throughout schools even if all of them may not use it. According to Educate Nepal
Yes
82%
No
18%
Figure 11- Result for Question "Do you know about
multimedia video tutorial websites?"
Figure 12- Lynda.com online Advertisement Banner

46
(2013) Midas E-class planned to implement this method of e-learning in more than 150
schools and now e-learning has well known in various education institutions in Nepal
making it more familiar among the local market over the recent years.
4.4 Use in Institutions
By the previous section, it is clear that multimedia video tutorial websites are
known by many. And according to the responses for the use of it, only 18% does not
seem to use it which is the same percentage as those who know about multimedia video
tutorial websites. This shows that people will use multimedia video tutorial websites if
they know about it.
19% of the users
stated that it is very
often used by them or
by their institutions
while 26% uses it rarely.
However 37% seem to
use it sometimes
personally and in
institutions which
shows that they do use it
for academic and personal development purposes.
As the popularity of multimedia video tutorials is there, institutions seem to be
referring some video tutorials to the students and students seem to learn extra content
from the video tutorials as well. However, according to the responses mostly they do
not seem to be fully integrated into the education system as a requirement.
Sometimes
37%
Rarely
26%
Does not use
at all
18%
Very Often
19%
Sometimes
Rarely
Does not use at all
Very Often
Figure 13- Result for Question "How often do you or your institution use them?"

47
According to an inquiry10
in Picasso Animation College in Uttar Pradesh, India,
The video lectures are yet to be introduced in their course and they have not done it as
yet as they require students to come in the class in person to get the degree.
Also California Institute11
of the Arts in California, USAwas contacted and they
also replied that they had no video tutorials used in their institution.
However, many universities like Academy of Art University in San Francisco,
USA and Full sail University in Florida, USA12
provides online courses based on
multimedia video tutorials where the students can see these videos and pursue their
courses in order to get their degree online effectively.
Most universities prefer the students to be physically present and so they seem
not to encourage the use of multimedia video tutorials but only party integrated to the
physical presence of the students is mandatory to get the degree.
4.5 Encouragement by Institutions
According an interview with Rupal Shakya13
, a starter animator in Incessant
Rain Studios, his organization encourages the use of multimedia video tutorials very
much. They encourage the use so much that, the studio has its own server for
multimedia video tutorials where the employees can access the content anytime in order
to gain new skills they need for the work environment.
He added that he personally uses YouTube as main source of reference and also
his colleagues use YouTube as the main source for video tutorials as they are quick,
easy and free to access for solution of any kind of production related problem.
10
Picasso Animation College in Uttar Pradesh, India was contacted through e-mail for the
inquiry.
11
California Institute of the Arts in California, USA was contacted through e-mail for the inquiry.
12
Information referred from the university websites www.academyart.edu and
www.fullsail.edu
13
The interview was taken in person and he was working in Incessant Rain Studios as a starter
3D animation at the time of interview.

48
According to the
survey result, only 20% of
the institutions and
organizations do not
encourage the use of
multimedia video tutorials
at all. This shows that 80%
of them encourage the use
of multimedia video
tutorials. While 28% of them rarely use it 34% of them sometimes refer to multimedia
video tutorials which shows that they are being integrated party by the institutions and
organizations.
Brad Cowen14
, Cofounder and Vice President of The Art Academy and Adjust
Instructor at Colombia College, Chicago mentioned that he often encourages and uses
multimedia video tutorial websites himself and knows many institutions that uses
multimedia video tutorial websites as a part of their curriculum. This shows that there
are professionals who prefer this method of teaching and learning.
Also 18% of the organizations seem to refer to the multimedia video tutorials
very often that shows the growth of multimedia video tutorial integration in the industry.
We can see that well ranked universities seem to promote online learning
through websites like https://www.coursera.org/ where learners can choose different
courses online and even get certified from the universities through the websites.
14
Brad Cowen is the Cofounder and Vice President of The Art Academy and Adjust Instructor
at Colombia College, Chicago, USA. His interview was personally done through Facebook.
Does not
use at all
20%
Rarely
28%Very often
18%
Sometimes
34%
Does not use at all
Rarely
Very often
Sometimes
Figure 14 -Result for Question “What is the encouragement level of
multimedia video tutorial websites in your institution or organization?”

49
This shows that big universities and institutions do encourage the use of
multimedia video tutorials to provide educational content even to the public besides
their classes.
Professor Han Verschure15
, professor of University of Leuven mentioned that
he personally encourage students to use multimedia video tutorials but only as an extra
resource. And he believes that it does benefit the students very much but does not wish
to fully integrate it into the education system yet.
However, most organizations and institutions who do not encourage multimedia
video tutorial websites seem to be the ones who do not know about them as 18% of the
participants did not know about it while 20% said they were not encouraged to use it
which is quite close in comparison.
4.6 Affordability
According to the survey
results, most of the people,
which is 44% of them think
that the multimedia video
tutorial website prices are at a
moderate level and 38% of
them think that they are
affordable but not cheap.
While 10% thinks that they are
15
The interview was done online via Skype with Professor Han Verschure, who is a professor
in University of Leuven, Belgium.
44%
38%
8%
10%
It’s at a moderate
level
Yes but cannot be
considered cheap
They are very cheap
and affordable
No they are all
expensive
Figure 15 - Result for Question “Do you think that the multimedia video
tutorial websites are affordable?”

50
very expensive and only 8% thinks that they are very cheap. This shows that for most
people the access to multimedia
video tutorials are considered not
to be cheap yet of they are good,
they are ready to pay for it as they
are considered affordable by
most. But this shows that the
current prices for multimedia
video tutorial websites can be
made lower for better engagement.
While many believe that the multimedia video tutorials are affordable 55% of
them agrees that most of the contents should be free of charge. This might be the case
as professionals usually are looking for quick solutions and are not willing to sign up
for a service to just learn about a
few topics. However 27% of them
believe that only some of the
contents should be free while 15%
says they should be free and only
3% says that all of them should
charge a fee.
This does make sense as
people usually search for quick solutions online and use free websites like YouTube for
quick solutions.
27%
55%
3%
15%
Only some contents
should be free
Most contents
should be free
No all of them
should charge a fee
They should be
completely free
Figure 16- Result for Question “Do you think that all multimedia
video tutorial websites should be free?”
Figure 17 - Result for Question "Will you be encouraged to use
multimedia video tutorial websites if they are free of charge?"
33%
41%
23%
3%
May be sometimes
Yes will use it
more often then
Definitely will
always use it then
No not at all

51
According to the third survey results related to affordability, 3% said they will not use
multimedia video tutorials even if they are free, 23% of them said that they will use it
if the tutorials will become free, 33% of them said they may use it if they are free and
41% said they will often more use it if they are free. This shows that most of the people
are willing to use multimedia video tutorials websites but are not doing so as they do
not want to pay extra fees for it.
So while most people think that the websites are affordable to use, they would
use it more if more of the contents are provided free than it currently is but believe not
all of the contents should be free as it might then affect the quality of the multimedia
video tutorial websites.
We see that in websites
like Lynda.com, the subscription
prices started with USD $19.99 a
month which may not be high for
people of fist world countries. But
in case for third world country citizens with decent level of income, this might not be
that expensive either but cannot be considered cheap either. So they will only subscribe
to it if they really believe that if will help them and otherwise stay with free multimedia
video tutorial sources such as YouTube.
According to an Environment Science student Swornim Bajracharya16
, she
often uses multimedia video tutorials from YouTube to learn about music. And she them
whenever she needs to learn something new. This shows that most students prefer to
use free websites rather than paid ones.
16
Interview of Swonim Bajracharya, a student of environment science and a hobbyist
photographer from Kathmandu was taken online via Facebook to examine the casual view of a student.
Figure 18- Lynda.com subscription prices

52
4.7 Integration in the Education System
According to the survey
results, 31% of the people said
that the educational institutions
they know does not use
multimedia video tutorial
websites as a part of their
curriculum as well. 26% of the
survey said they knew very few
institutions who used it but 26%
of them said that many of the institutions used it and only 3% of them said that all the
institutions they knew used it.
Sangita Singh17
mentions that she sometimes use multimedia video tutorials and
it can be party integrated with the educational system but not replace it completely as
it might create confusion among students and teachers. This shows that many teachers
are not willing to completely integrate the system but party integrate it as for now.
Comparatively there seems to
be very few institutions worldwide
who uses this system in educational
curriculum. Usually in developing
countries many seem not to use the
multimedia video tutorial websites as a
part of educational curriculum. But it
17
The interview with Sangita Singh, Lecturer of Institute of Engineering, Pulchowk was taken
via phone.
Figure 19- Answer for Question "Does any educational institution you
know use multimedia video tutorial websites as a part of the
educational curriculum?"
Figure 20- Answer for Question "Do you think it is a good
plan to integrate multimedia video tutorial websites in the
education system?"
Many
26%
Very Few
40%
None
31%
All of
them
3% Many
Very Few
None
All of them
53%
32%
14%1%
Yes it can be
partly integrated
Yes it is very
important to be
fully integrated
It is okay to use,
but integration is
unnecessary

53
seems that in developed countries, it is integrated in the educational curriculum in some
way.
Many educational institutions may not want to use the system as they are not
familiar with how these websites can benefit them and does not have the necessary
means and technology to use it.
According to the second survey results, 1% thinks that it is not a good idea to
integrate it in the education system, 14% thinks that integration in the educational
curriculum is not necessary although it can be used as a support for the education
system. However 32% of them think that it should be fully integrated and 53% of them
said that they can be party integrated into the educaiton system.
Since still many institutions do not fully use multimedia video tutorial websites,
fully integrating them all at once may create confusion among the teachers and learners
alike however many of the people seem to want it party integrated which will be a good
start to let everyone get used to the system first so that they can slowly then change it
to integrate it fully.
Due to digital migration of everything these days, it is very important for the
educational system to fully integrate multimedia video tutorial websites. Most of the
people do not seem to want a full integration as tey feel that it will be completely new
to them so they will not be able to get full benefit from them. So slow integration, and
gradually moving on to the full integration will be much effective as everyone will have
time to get used to the multimedia video tutorial websites then.

54
4.8 Academic and Professional Use
Due to the growth in the
technology over the recent years, many
academicians and professionals are
using multimedia video tutorial
websites to update themselves and to
get the latest knowledge on
multimedia tools. According to the
survey results, 4% only uses multimedia video tutorials as the only source of update
while 16% doesn’t use it professionally or academically at all, where as 27% of them
say that they use it very often. However, 53% of them use it sometimes to update
themselves as alternative to other methods of learning.
This shows that some use of multimedia video tutorial website for latest
information and knowledge is there among the mass but they do not use it as a major
source of new information.
According to the results of
the next survey question, 10%
does not believe that multimedia
video tutorials are an effective
way of learning while 26% of
them of them are not sure about
the level of effectiveness and
other 26% believes that one can learn more from multimedia video tutorial websites
than from traditional classroom. And 38% of the majority believe that to come extent
the multimedia video tutorial websites are more beneficial than traditional classroom.
Figure 21 - Answer to Question "Do you use multimedia video
tutorials to update yourself academically or professionally?”
Figure 22 - Answer for Question "Do you believe that one can learn
more from multimedia video tutorial websites than from a traditional
classroom?"
27%
53%
16%
4%
Yes very often
Yes but only
sometimes
No not at all
Yes it is my only
source for update
38%
26%
26%
10%
Yes to some extent
I am not sure
Much more than
what one can learn
from classroom
No I do not think so

55
Kunal Rai18
mentions that he does use multimedia video tutorial sometimes to
upgrade himself but not completely depend on it. He also mentioned that use of
multimedia video can be party integrated in the learning process but only as an extra
resources as it might help the learners to some extent. This shows that professionals do
not fully use multimedia video tutorials yet and do not use it much as a learning resource
to update themselves.
Therefore, it can be said that the majority of the people believe in using
multimedia video tutorial websites to be better than traditional classroom but yet most
of them only use it themselves sometimes. This shows that personally although they
think that multimedia video tutorials are beneficial, they do not seem to be able to get
benefit from it themselves.
4.9 Future Prospects
With the increase in technology,
we are bound to see more development
of it in the coming years. According to
the survey results only 1% thinks that
the multimedia video tutorials will not
be familiar in the days to come but 24%
believes that there is a high chance that
it will be more familiar, 32% says that it will definitely be more familiar and 43% of
them says that they might be more familiar in the days to come.
18
Interview of Kunal Rai, junior editor of Highlights Nepal, was taken in person
Figure 23- Answer for Question "Do you think that
multimedia video tutorial websites will be more familiar in
the days to come?"
32%
43%
24%
1%
Definitely
Has a high
chance
Maybe
No not at all

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