Professors Have Their Own Videos.

Purpose: The paper explores how professors, in adopting short digital video lectures as a complementary teaching platform outside the classroom, could better enhance the learning experience for digital natives, i.e. millennial students, in challenging the growth of massive open online courses (MOOC). Specifically, the use of personalized, class-specific, video content made available on YouTube, in which the professor-of-record appears, is examined as a complementary learning platform for students required to read textbook material in preparation for class discussions. Method / Design and Sample: Students were required to view class-specific digital videos on YouTube and thereafter complete a questionnaire to examine the stated hypotheses. A total of 182 students taking either face-to-face or online marketing classes participated in the study. A quiz was also administered among the students with the questions formulated from the videos. Results: The collected data provided evidence that students learning experiences are enhanced if class-specific digital videos lectures are adopted as a delivery platform of class material. The learning experiences recorded b