Educating in art and culture through YouTube: the impact of edutubers
Loading...
Full text at PDC
Publication date
2021
Authors
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Belgrade, Faculty of Philology
Citations
Exportar
Citation
Pattier, D. (2021). Educating in art and culture through yotube: The impact of edetubers. Komunikacija i kultura online, 12(12), 167-181. https://doi.org/10.18485/KKONLINE.2021.12.12.10
Abstract
YouTube is one of the most used communication technology platforms in education today. The objective of our research is to study the quantitative impact and the most important variables of the educational channels of the Art and Culture area. Thanks to the analysis of the 39 most successful YouTube Spain educational channels framed in this area of knowledge, we obtain significant results on the following dimensions: channel statistics, video statistics, features of the videos, channel options and other social networks. We conclude that there is currently a high quantitative impact of these channels on informal education, but a negative future projection is evident. Finally, the success factors of the channels and the most important characteristics of the edutubers of the Art and Culture area are highlighted. Our research provides valuable data for researchers and professionals in communication, education, and the areas of Art and Culture.
Description
Referencias bibliográficas:
• Alpert, F., & Hodkinson, C. S. (2019). Video use in lecture classes: Current practices, student perceptions and preferences. Education and Training, 61(1), 31-45.
• Beheshti, M., Taspolat, A., Kaya, O. S., & Sapanca, H. F. (2018). Characteristics of instructional videos. World Journal on Educational Technology: Current Issues, 10(1), 61-69.
• Beltrán-Pellicer, P., Giacomone, M. B., & Navarro, M. B. (2018). Online educational videos according to specific didactics: The case of Mathematics. Culture and Education, 30(4), 633-662.
• Clark, J. C., Sauceda, J., & Stormes, S. (2019). Faculty Format Preferences in the Performing Arts: A Multi-Institutional Study. College & Research Libraries, 80(4), 450-469.
• Closson, L. M., & Bond, T. A. (2019). Social network site use and university adjustment. Educational Psychology, 39(8), 1027-1046.
• Díaz, A. L., Moreno, M. J. G., & Piqueras, C. C. (2020). Youtube como recurso didáctico en la Universidad . EDMETIC, 9(2), 159-180.
• Duncum, P. (2018). Responding to Big Data in the Art Education Classroom: Affordances and Problematics. International Journal of Art & Design Education, 37(2), 325-332.
• Esparza Puga, D. S. (2018). Uso autónomo de recursos de Internet entre estudiantes de ingeniería como fuente de ayuda matemática. Educación Matemática, 30(1), 73-91.
• Fenyvesi, K. (2020). English learning motivation of young learners in Danish primary schools. Language Teaching Research, 24(5), 690-713.
• Hopper, J. J. (2016). Digitizing the Easel: Student Perspectives on Tutorial Videos in the Art Classroom. Art Education, 69(4), 23-28.
• Laugerman, M. R., & Saunders, K. P. (2019). Supporting student learning through instructional videos in business statistics. Decision Sciences Journal of Innovative Education, 17(4), 387-404.
• Long, T., Logan, J., & Waugh, M. (2016). Students' perceptions of the value of using videos as a pre-class learning experience in the flipped classroom. TechTrends, 60(3), 245-252.
• López, J. L., Maza-Córdoba, J., & Tusa, F. (2020). Educar en el contexto digital: El reto de ser edutuber. Revista Ibérica de Sistemas e Tecnologias de Informação, (E25), 188-200.
• Macias-Silva, E. C., Aquino-Rojas, M. A., Rodríguez-Pillajo, L. A., & Heredia-Arboleda, E. E. (2020). Impact of ICT on virtual learning. Dominio de las Ciencias, 6(3), 1065-1076.
• Margoniner, V., Bürki, J., & Kapp, M. (2019). Monkeying Around in Mechanics: Using Student-Student Dialogue Videos to Increase Physics Learning. The Physics Teacher, 57(4), 232-235.
• Neumann, M. M., & Herodotou, C. (2020). Evaluating YouTube videos for young children. Education and Information Technologies, 25(5), 4459-4475.
• Parrish, M. (2016). Toward Transformation: Digital Tools for Online Dance Pedagogy. Arts Education Policy Review, 117(3), 168-182.
• Pattier, D. (2021A). Educational leaders during the COVID-19 pandemic: The success of the edutubers. PUBLICACIONES, 51(3), 533-563.
• Pattier, D. (2021B). The Gender Gap Among EduTubers and the Factors Significantly Influencing It. Journal of New Approaches in Educational Research, 10(2), 313-329.
• Pattier, D. (2021C). Science on Youtube: Successful Edutubers. TECHNO REVIEW. International Technology, Science and Society Review, 10(1), 1-15.
• Ranga, J. S. (2017). Customized Videos on a YouTube Channel: A Beyond the Classroom Teaching and Learning Platform for General Chemistry Courses. Journal of Chemical Education, 94(7), 867-872.
• Rangarajan, K., Begg, K., & Somani, B. (2019). Online digital media: The uptake of YouTube-based digital clinical education (DCE). American Journal of Distance Education, 33(2), 142-150.
• Regueira, U., Alonso-Ferreiro, A., & Da-Vila, S. (2020). Women on YouTube: Representation and participation through the Web Scraping technique. Comunicar, 28(63), 31-40.
• Rodgers, T. L., Cheema, N., Vasanth, S., Jamshed, A., Alfutimie, A., & Scully, P. J. (2020). Developing pre-laboratory videos for enhancing student preparedness. European Journal of Engineering Education, 45(2), 292-304.
• Rosenthal, S. (2018). Motivations to seek science videos on YouTube: Free-choice learning in a connected society. International Journal of Science Education, Part B, 8(1), 22-39.
• Sarkar, N., Ford, W., & Manzo, C. (2019). To flip or not to flip: What the evidence suggests. Journal of Education for Business, 95(2), 81-87.
• Saurabh, S., & Gautam, S. (2019). Modelling and statistical analysis of YouTube's educational videos: A channel Owner's perspective. Computers & Education, 128, 145-158.
• Srinivasacharlu, A. (2020). Using YouTube in colleges of education. Shanlax International Journal of Education, 8(2), 21-24.
• Staudt Willet, K. B. (2019). Revisiting how and why educators use Twitter: Tweet types and purposes in #Edchat. Journal of research on technology in education, 51(3), 273-289.
• Tiernan, P., & O'Kelly, J. (2019). Learning with digital video in second level schools in Ireland. Education and Information Technologies, 24(2), 1073-1088.
• Veytia Bucheli, M. G., Gladiola Flores, L., & Moreno Tapia, J. (2020). Clase invertida para el desarrollo de la competencia: Uso de la tecnología en estudiantes de preparatoria. Revista Educación, 44(1), 192-209.
• Vizcaíno-Verdú, A., De-Casas-Moreno, P., & Contreras-Pulido, P. (2020). Divulgación científica en YouTube y su credibilidad para docentes universitarios. Educación XX1, 23(2), 283-306.
• Wilson, L., & Wu, Y. W. (2020). Crowdfunding on Patreon by YouTube sailing channels. SSRN, 1-32:
• Xiao, J. (2017). Learner-content interaction in distance education: The weakest link in interaction research. Distance Education, 38(1), 123-135
• Zureick, A. H., Burk-Rafel, J., Purkiss, J. A., & Hortsch, M. (2018). The interrupted learner: How distractions during live and video lectures influence learning outcomes. Anatomical Sciences Education, 11(4), 366-376.