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An empirical analysis of knowledge co-construction in YouTube comments
Computers & Education ( IF 8.9 ) Pub Date : 2020-10-01 , DOI: 10.1016/j.compedu.2020.103939
Ilana Dubovi , Iris Tabak

Abstract Internet and social media platforms such as YouTube are an emblem of information on demand, but, their educative value, especially for conceptually rich domains, such as science, remains unclear. Many people perceive YouTube as a good resource for learning about science, yet viewing many of the available videos can be akin to learning through transmission models, which are considered inferior when they are the sole form of instruction. The goal of this study was to examine whether YouTube's embedded feature of posting (post-video) comments could mitigate these limitations, and offer a potential educative added-value by opening opportunities for discussion and deliberation, which have been associated with deeper learning. Focusing on Science as a target domain, we examined 1530 post-video public comments from a corpus of leading science channels. We coded the comments for argumentative and knowledge construction moves, and tested whether particular moves led to higher-level knowledge construction. Our findings reveal that this informal setting reflected comments that went beyond information sharing to argumentative negotiation, reaching a higher level of knowledge construction, and yielding a greater proportion of such comments that have been found in previous studies within formal settings. This study demonstrates that YouTube can offer an informal space for science deliberation and a forum for collaborative interactions that have a potential to support life-long learning. Implications for future research are discussed.

中文翻译:

YouTube评论中知识共建的实证分析

摘要 互联网和社交媒体平台(如 YouTube)是按需信息的象征,但它们的教育价值,尤其是对于概念丰富的领域,如科学,仍不清楚。许多人认为 YouTube 是学习科学的好资源,但观看许多可用视频类似于通过传输模型学习,当它们是唯一的教学形式时被认为是低劣的。本研究的目的是检查 YouTube 的嵌入(视频后)评论功能是否可以减轻这些限制,并通过开放与深入学习相关的讨论和审议机会来提供潜在的教育附加值。以科学为目标领域,我们检查了来自领先科学频道的语料库的 1530 条视频后公众评论。我们对辩论和知识构建动作的评论进行了编码,并测试了特定动作是否会导致更高层次的知识构建。我们的研究结果表明,这种非正式环境反映了超越信息共享到争论性谈判的评论,达到了更高水平的知识构建,并在正式环境中的先前研究中产生了更大比例的此类评论。这项研究表明,YouTube 可以提供一个非正式的科学讨论空间和一个有可能支持终身学习的协作互动论坛。讨论了对未来研究的影响。并测试特定动作是否会导致更高层次的知识构建。我们的研究结果表明,这种非正式环境反映了超越信息共享到争论性谈判的评论,达到了更高水平的知识构建,并在正式环境中的先前研究中产生了更大比例的此类评论。这项研究表明,YouTube 可以提供一个非正式的科学讨论空间和一个有可能支持终身学习的协作互动论坛。讨论了对未来研究的影响。并测试特定动作是否会导致更高层次的知识构建。我们的研究结果表明,这种非正式环境反映了超越信息共享到争论性谈判的评论,达到了更高水平的知识构建,并在正式环境中的先前研究中产生了更大比例的此类评论。这项研究表明,YouTube 可以提供一个非正式的科学讨论空间和一个有可能支持终身学习的协作互动论坛。讨论了对未来研究的影响。达到更高水平的知识构建,并在正式环境中的先前研究中产生更大比例的此类评论。这项研究表明,YouTube 可以提供一个非正式的科学讨论空间和一个有可能支持终身学习的协作互动论坛。讨论了对未来研究的影响。达到更高水平的知识构建,并在正式环境中的先前研究中产生更大比例的此类评论。这项研究表明,YouTube 可以提供一个非正式的科学讨论空间和一个有可能支持终身学习的协作互动论坛。讨论了对未来研究的影响。
更新日期:2020-10-01
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