教育视频博客中自我介绍的特点和类型

A. Filipova, E. M. Skrypnikova, Evgeniya Evgen'evna Abrosimova
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引用次数: 0

摘要

快速发展的视频博客圈吸引了包括儿童和青少年在内的各类受众。后者既消费娱乐性内容,也消费教育性内容。Covid-19 的流行促进了教育数字化的发展,也推动了教育视频博客的发展。我们的研究旨在分析教育视频博客作者的自我介绍及其类型。实证研究材料包括与教师博客作者(10 人)的专家访谈文本、与在校学生(69 人)的焦点小组文本,以及在 48 个教育博客作者(共 240 人)的频道上直接发布的视频。在对视频进行分析的同时,还对科学文献和专家声明进行了研究,从而确定了教育视频博主自我展示的两种主要类型和另外四种类型--"专家"、"实践者"、"企业家"、"创意型"、"内部人"、"实验者"。确定这些类型的标准包括:情感技巧;使用教学工具和技术,包括技术工具和技术;语言手段;表达自己的立场;对话;背景设计、服装选择等。在介绍每种自我介绍类型的同时,还列举了英语和俄语教育博客的部分案例。类型学既可用于教育频道作者的自我反思,也可用于该领域的研究。随后,将使用因子分析方法对所描述的 240 个教育视频样本进行验证。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Features and types of self-presentations in educational video blogging
The rapidly developing video blogosphere attracts a diverse audience, including children and young people. The latter consume both entertaining and educational content. The Covid-19 pandemic has contributed to the increased digitalization of education, as well as the development of educational video blogging. The purpose of our study is to analyze the self-presentations of educational video bloggers and their typology. Empirical research materials are represented by texts of expert interviews with teacher-bloggers (N = 10) and focus groups with schoolchildren (N = 69), as well as direct videos posted on the channels of 48 educational bloggers (240 in total). Analysis of the video, accompanied by the study of scientific literature and expert statements, made it possible to identify two main and four additional types of self-presentation of educational video bloggers – «expert», «practitioner», “entrepreneur”, “creative type”, “insider”, “experimenter”. Among the criteria for identifying these types: emotional techniques; use of teaching tools and techniques, including technical ones; linguistic means; expression of one's own position; dialogical; background design, choice of clothing, etc. The description of each type of self-presentation is accompanied by examples from selected cases of English-speaking and Russian-speaking educational bloggers. Typology can be used both for self-reflection by the authors of educational channels and for research in this area. Subsequently, the typology will be verified using the factor analysis method on the described sample of 240 educational videos.
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