Communicative Competencies as a Key Factor in the Success of Latin American Edutubers.
DOI:
https://doi.org/10.31637/epsir-2025-1520Keywords:
Complementary Education, Edutubers, Learning Platforms, Communicative Competencies, Distance Education, Pedagogical Discourse, Digital Narratives, Interactive Learning.Abstract
Introduction: Edutubers, a term used to describe individuals who act as educators on digital platforms such as YouTube, play an essential role in the contemporary educational landscape. Their significance lies not only in their ability to master information technologies but also in their communicative skills, a fundamental aspect for the effective transmission of educational discourse. Methodology: In this context, the present report focuses on describing the oral communicative practices of these three edutubers, using a qualitative methodology with a descriptive-analytical approach and the case study method. The main objective is to identify the didactic and narrative resources they use, as well as to determine how their discursive style has been fundamental to their success. Results: The results allow us to conclude how edutubers known as La Profe Mónica (Colombia), El Profe Alex (Colombia), and Marisol Maldonado (Mexico), following in the footsteps of the renowned Colombian edutuber Julio Profe, have been able to take advantage of the possibilities offered by YouTube to reach a global audience and thus democratize access to knowledge. Conclusions: The work of edutubers goes beyond simply transmitting information; they act as facilitators of learning, creating an interactive and collaborative environment where viewers can actively participate.
Downloads
References
Alpert, F. y Hodkinson, C. S. (2019). Video use in lecture classes: Current practices, student perceptions and preferences. Education and Training, 61(1), 31-45. https://doi.org/10.1108/ET122017-0185 DOI: https://doi.org/10.1108/ET-12-2017-0185
Barrio, J. A. y Borragán, A. (2005). El arte de hablar. Prevenir los problemas de voz. Ministerio de Educación. https://www.redalyc.org/journal/3498/349855553008/html
Bohloko, M., Makatjane, T.J., George, M.J. y Mokuku, T. (2019). Assessing the effectiveness of using YouTube videos in teaching the chemistry of group I and VII elements in a high school in Lesotho. African Journal of Research in Mathematics, Science and Technology Education, 23(1), 75-85. https://doi.org/10.1080/18117295.2019.1593610 DOI: https://doi.org/10.1080/18117295.2019.1593610
Cabrera, C. E., Suárez, C. A. y Munar, J. A. (2015). Las competencias comunicativas del tutor de la modalidad virtual en la educación media en Colombia, desde el documento del ministerio de educación nacional de noviembre de 2013 sobre las competencias tic para el desarrollo profesional docente [Tesis de Maestría]. Universidad La Gran Colombia. https://repository.ugc.edu.co/handle/11396/5384
Camacho, S. y Sáenz, O. (2000). Técnicas de comunicación eficaz para profesores y formadores. Marfil.
Fondo, M. (2019). Seis competencias docentes claves para el siglo XXI. Revista Didáctica Español Lengua Extrajera, 29. https://www.redalyc.org/journal/921/92159587007/html/
Forteza, M. A. (2021). La educación a través de YouTube: Análisis de los canales de EduTubers españoles. En M. Pallares Piquer, J. Gil-Quintana y A. Santisteban Espejo (Eds.), Docencia, ciencia y humanidades: hacia una enseñanza integral en la universidad del siglo XXI (pp. 71-87). Universidad de Huelva. https://dialnet.unirioja.es/servlet/articulo?codigo=8018054
Kaplún, G. (2002). Tecnologías, diálogos y monólogos. En R. M. Alfaro (Ed.), Comunicación, educación y cambio (pp. 181-198). Caminos.
López, J. L. (2018). YouTube como herramienta para la construcción de la Sociedad del Conocimiento. Rehuso, 3(1), 1-16. https://dialnet.unirioja.es/servlet/articulo?codigo=7047193 DOI: https://doi.org/10.33936/rehuso.v3i1.1225
López, J. L. (2019). El fenómeno de los edutubers: estudio sobre las habilidades comunicativas de los youtubers educativos más populares [Tesis doctoral, Universidad Austral]. https://riu.austral.edu.ar/handle/123456789/874
López, J. L., Maza, J. y Tusa, F. (2020). Educar en el contexto digital: el reto de ser edutuber. RISTI, Revista Ibérica de Sistemas y Tecnologías de la Información, 25, 188-200. https://www.proquest.com/docview/2350120559?sourcetype=Scholarly%20Journals
Moghavvemi, S., Sharabati, M., Klobas, J. E. y Sulaiman, A. (2018). Effect of trust and perceived reciprocal benefit on students’ knowledge sharing via Facebook and academic performance. Electronic Journal of Knowledge Management, 16(1), 23-35.
Moreira, J. A., Lima, C. y González, A. (2019). Ensinar e aprender nas redes sociais digitais: o caso da MathGurl no YouTube. Revista de Comunicación de la SEECI, 50, 107-127. https://doi.org/10.15198/seeci.2019.50.107-127 DOI: https://doi.org/10.15198/seeci.2019.50.107-127
Pattier, D. (2021). Science on YouTube: Succesful Edutubers. TECHNO REVIEW. International Technology, Science and Society Review, 10(1), 1-15. https://doi.org/10.37467/gka-revtechno.v10.2696 DOI: https://doi.org/10.37467/gka-revtechno.v10.2696
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 5, 1-6. DOI: https://doi.org/10.1108/10748120110424816
Rodríguez, M. y Fernández-Garza, J. (2017). Uso del recurso de contenido del aprendizaje en línea: YouTube. Apertura, 9(1), 22-31. https://doi.org/10.32870/Ap.v9n1.1018 DOI: https://doi.org/10.32870/Ap.v9n1.1018
Saurabh, S. y Gautam, S. (2019). Modelling and statistical analysis of YouTube’s educational videos: A channel Owner’s perspective. Computers & Education, 128, 145-158. https://doi.org/10.1016/j.compedu.2018.09.003 DOI: https://doi.org/10.1016/j.compedu.2018.09.003
Secilla, M. (2020). Edugramers y edutubers: ¿Produzco, luego enseño? Análisis de cuentas educativas en Instagram y YouTube [Tesis de Maestría]. Universidad Internacional de Andalucía.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Marcela Patricia Estrada Arango, Omar Alejandro Afanador Ortiz
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Non Commercial, No Derivatives Attribution 4.0. International (CC BY-NC-ND 4.0.), that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
