{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T11:48:02Z","timestamp":1777636082373,"version":"3.51.4"},"reference-count":0,"publisher":"Asia-Pacific Society for Computers in Education","license":[{"start":{"date-parts":[[2026,4,15]],"date-time":"2026-04-15T00:00:00Z","timestamp":1776211200000},"content-version":"unspecified","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["RPTEL"],"abstract":"<jats:p>Recognizing the limitations of traditional teaching methods in accounting education, this paper advocates for innovative strategies, such as integrating social media to enhance peer collaboration and engagement. Accordingly, we examined students\u2019 perspectives on using YouTube as a collaborative learning platform for accounting education. Grounded in social capital theory, data were collected from 141 accounting students in Ghanaian higher education institutions regarding their experiences with YouTube for collaborative learning. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), the study found that diversity, peer support, and user trust significantly influence students\u2019 intentions to use YouTube for collaborative accounting learning. These findings highlight YouTube\u2019s potential to foster meaningful academic interactions. Furthermore, user trust was found to be shaped by personal, environmental, and behavioral factors. The study recommends that learners critically assess YouTube videos by evaluating the source\u2019s credibility, the creator\u2019s expertise, and the content\u2019s purpose to ensure the reliability of accounting resources. Future research could explore initial adoption factors and the role of educator training in facilitating content-based collaboration.<\/jats:p>","DOI":"10.58459\/rptel.2027.22010","type":"journal-article","created":{"date-parts":[[2026,4,15]],"date-time":"2026-04-15T05:34:53Z","timestamp":1776231293000},"page":"010","source":"Crossref","is-referenced-by-count":0,"title":["Exploring YouTube as a collaborative learning platform for accounting education in Ghana: A social capital theory approach"],"prefix":"10.58459","volume":"22","author":[{"ORCID":"https:\/\/orcid.org\/0009-0007-3460-0687","authenticated-orcid":false,"given":"Paschal","family":"Kpimekuu Boruzie","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Emmanuel","family":"Awuni Kolog","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Jarkko","family":"Suhonen","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"37131","published-online":{"date-parts":[[2026,4,15]]},"container-title":["Research and Practice in Technology Enhanced Learning"],"original-title":[],"link":[{"URL":"https:\/\/rptel.apsce.net\/index.php\/RPTEL\/article\/download\/2027-22010\/507","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/rptel.apsce.net\/index.php\/RPTEL\/article\/download\/2027-22010\/507","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,4,29]],"date-time":"2026-04-29T05:39:13Z","timestamp":1777441153000},"score":1,"resource":{"primary":{"URL":"https:\/\/rptel.apsce.net\/index.php\/RPTEL\/article\/view\/2027-22010"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,4,15]]},"references-count":0,"URL":"https:\/\/doi.org\/10.58459\/rptel.2027.22010","relation":{},"ISSN":["1793-7078"],"issn-type":[{"value":"1793-7078","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,4,15]]}}}