Profesoras edutubers. Análisis comparativo de la interacción discursiva

John Anzola-Gómez; Diana Rivera-Rogel

doi:10.31921/doxacom.n41a2174

Authors

John Anzola-Gómez Universidad Técnica Particular de Loja https://orcid.org/0000-0001-8299-7307
Diana Rivera-Rogel Universidad Técnica Particular de Loja https://orcid.org/0000-0001-8965-0170

DOI:

https://doi.org/10.31921/doxacom.n41a2174

Keywords:

Teacher, edutubers, YouTube, metadiscourse, pedagogy, communication

Abstract

In social networks and the research field, women’s presence, production, and impact seem minimal. Seeking to make visible the important task carried out by female teachers edutubers and with the concern about the discursive interaction they generate, we compare the position and commitment of two educational YouTube channels: Susi Profe and La Profe Mónica. The identification of discursive interaction was carried out through metadiscourse following the interpersonal model. The data were collected following a qualitative content análisis and the level of significance was validated using a quantitative test. The results show that there are significant quantitative differences between the two edutubers in terms of discursive interaction. This research is part of a line of analysis, from educommunication, on how the processes of interaction, participation, and encounter are produced through language. The conclusions visualize the important role of edutubers and also raise possibilities for improvement in the way communication is carried out in education, being this aspect of important relevance when designing educational content with a clear pedagogical intention.

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Author Biographies

John Anzola-Gómez, Universidad Técnica Particular de Loja

Undergraduate and postgraduate teacher with interests in communication, 21st century skills development, pedagogy and TIC, and educational change. PhD in Communication, Master in Educational Technology and Innovative Media for Education; Bachelor in Spanish and Classical Philology. With experience in the development of educational projects, design and implementation of educational media, and design of virtual courses. Interested in disruptive pedagogy, digital pedagogy, educommunication, challenge-based learning, product-based learning, and project-based learning. I use video and audio as a digital tool for learning.
Diana Rivera-Rogel, Universidad Técnica Particular de Loja

Professor at the Universidad Técnica Particular de Loja (UTPL), Ecuador. PhD in Communication and Journalism and BA in Social Communication. Director of the Socio-humanistic Area of the UTPL, coordinator of the Ecuadorian national chapter of the Euro-American Inter-University Network of Research on Media Competences for Citizenship (ALFAMED), which integrates researchers from 18 Latin American countries and coordinator of the Communication Network (REDU). Her publications and research focus on social networks, education and educommunication. She has directed and participated in research projects with national and international funding, framed within the research lines of digital journalism and media and digital literacy.

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