This article assessed the efficacy of a skills-development module in pre-recorded digital performing arts (PRDPA) that was presented as an online workshop within the South African educational paradigm. The PRDPA module embraces the democratization of online media that the internet, in specific YouTube offers. PRDPA skills may enable young performers to introduce themselves to an online audience, promote themselves as performing artists and facilitate the efficacy of their online presence and digital footprint. The article drew on the theoretical domain of mediality, which included online presence, digital performance and PRDPA; and on the domain of education, which included social constructivism, and teaching and learning in a social network environment. The research was conducted as a qualitative, empirical study following a case study approach that made use of elements of cyberethnography and a differentiated comparative analysis. The pre-workshop videos and the videos that were created as part of the workshop by the workshop participants were analyzed, as well as the responses of a group of experts to the material generated by the participants before and after the presentation of the module. The analysis was supported by an evaluation of the module by the participants.

本文评估了预先录制的数字表演艺术 (PRDPA) 中技能发展模块的功效，该模块在南非教育范式中作为在线研讨会呈现。PRDPA 模块支持互联网在特定 YouTube 中提供的在线媒体的民主化。PRDPA 技能可以使年轻表演者向在线观众介绍自己，将自己宣传为表演艺术家，并促进其在线形象和数字足迹的有效性。文章借鉴了媒体的理论领域，包括在线状态、数字表现和 PRDPA；以及教育领域，包括社会建构主义和社交网络环境中的教学。该研究是作为定性的，实证研究遵循案例研究方法，利用网络民族志的元素和差异化的比较分析。分析了研讨会前的视频和研讨会参与者在研讨会期间创建的视频，以及一组专家对模块演示前后参与者生成的材料的反应。该分析得到了参与者对该模块的评估的支持。