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EduTubers’s pedagogical best practices and their theoretical foundation
(MDPI, 2022-10-22) Pasquel López, Cynthia; Valerio Ureña, Gabriel; Instituto Tecnológico y de Estudios Superiores de Monterrey
1) Background: The COVID-19 pandemic forced educational institutions to radically change their teaching and learning methods. Many institutions found it a challenge when they opted to deliver classes online. Given the success of several EduTubers, this study aimed to identify their best practices. (2) Method: The research was qualitative in nature and descriptive in scope and analyzed three angles, namely the perspective of EduTubers, their videos, and the assessment of the audience. Moreover, the results demonstrated that the level of awareness of these practices varies among actors. (3) Results: The study identified 12 practices divided into four categories, namely (a) resource management, (b) communication strategies, (c) content management, and (d) pedagogical strategies. (4) Conclusions: Followers were aware of the most evident practices, such as tone of voice and length of explanation, whereas EduTubers clearly convey practices such as anchoring in prior knowledge and use of associations. However, when analyzing the videos of EduTubers, the study found that they used other practices with low levels of awareness, such as mental representations, balanced use of different resources, or management of topics in a logical and hierarchical order.
Social Network Analysis of Edutubers
(2022-05-19) Pasquel López, Cynthia; Rodríguez Aceves, Lucía; Valerio Ureña, Gabriel; Instituto Tecnológico y de Estudios Superiores de Monterrey; Hernández Montoya, Diana
The popularity of educational videos has increased in recent years. In 2018, YouTube announced a $20 million investment to support educational video creators and organized the YouTube EduCon event to bring them together and form a community. The COVID-19 pandemic pushed educational institutions to use resources contained in public repositories, such as YouTube. The objective of this research study was to explore the dynamics of EduTubers to understand the motivations for their interactions. We used social network analysis (SNA) with YouTube data to analyze the dynamics of EduTubers’ recommendation networks. Meaningful insights reveal a relationship between the level of digital engagement and the level of out-degree. Additionally, we confirm that educhannel homophily has a positive effect on the level of reciprocity. The main contribution lies in the use of theoretical concepts (reciprocity and homophily), focusing on the intrinsic motivations of EduTubers to recommend other channels. The practical implications of the results suggest that educhannels that initiate and grow digital engagement are more likely to participate in a recommendation network.

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