The Future of Education

The number of available learning opportunities have recently risen with the growing number of web-based video materials, and learning overflowed the classroom with the newest of technology being used as a medium for learning, which has gradually brought a new culture of learning as elaborately described in Thomas and Brown (2011). As yet, the revolutionary trend of online learning has brought various learning facilities and advantages, such as learner autonomy (Uysal, 2013). However, one big challenge the online learners are pervasively facing might be procrastination deriving from the lack of motivation and social engagement. Forming online networks and maintaining social interactions are important for effective learning (Barak et al., 2016). Likewise, learner-to-teacher interaction has had a substantial impact on learning outcomes and satisfaction (Abdous & Yen, 2010). Differing from video courses in databases, live streaming video features (as in YouTube) offer on-air visual data. It functions like a television, but being in real-time and easy to access (Pierce, 2015) makes it different. Since it is literally a broadcast starting and ending at a certain time, which is nearly the same process in real interaction thanks to the posting feature, this study foresees that learners might be more motivated to learn and adopt less procrastination habits. Then the aim of this conceptual research is firstly to propose implications for using live streaming features in online courses, especially in the context of mathematics education and foreign language teaching, by reviewing the literature about learner motivation and video materials, and secondly to construct a framework with suggestions for a further empirical study.