Social Media in Chemistry: Using a Learning Management System and Twitter To Improve Student Perceptions and Performance in Chemistry

Fosu, Mercy Adoma; Gupta, Tanya; Michael, Semhar

doi:10.1021/bk-2019-1318.ch013

Cited by 10 publications

(20 citation statements)

References 83 publications

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“…Literature related to student perceptions focuses on students' feelings and perceptions about the use of social media for learning. Studies reported that students feel positively about the impact of social media on the learning environment, their cognitive skills and their interactions (Barun et al, 2020;Daniels and Billingsley, 2014;Fosu et al, 2019;Mondahl and Razmerita, 2014). For example, in Daniels and Billingsley's (2014) study, students perceived the class Facebook group as a helpful tool for communication and collaboration.…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding instructor adoption of social media using the technology acceptance model

Thanomsing

Sharma

2022

JRIT

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PurposeSocial media are increasingly being used in teaching and learning in higher education. This paper aims to explore multiple case studies to better understand how instructors decide to incorporate social media into learning.Design/methodology/approachThis qualitative case study used the technology acceptance model (TAM) to explore five instructors' use of social media for teaching and learning, particularly the pedagogical reasons and goals driving their use of social media. Participant interviews, course documentation and social media observation data were collected to answer the research questions.FindingsFindings suggest that an instructor's social media knowledge and awareness of instructional goals are important for the use of social media in learning. Three pedagogical objectives of the use of social media were found across five participants: collaborative learning, dialog and discussion, and authentic learning.Originality/valuePrevious studies have explored potential pedagogical uses of social media tools, however studies that attempt to understand how and why instructors decide to use particular social media tools are underreported.

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Section: Literature Reviewmentioning

confidence: 99%

Understanding instructor adoption of social media using the technology acceptance model

Thanomsing

Sharma

2022

JRIT

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“…Most chemistry competitions often have their portals on social media for communicating with the participants . These initiatives have made us expand into a larger online student community over social media to explore further research, ideas, and project interests.…”

Section: Extended Chemistry Learningmentioning

confidence: 99%

“…Most chemistry competitions often have their portals on social media for communicating with the participants. 17 These initiatives have made us expand into a larger online student community over social media to explore further research, ideas, and project interests. This has created and offered learning and sharing of chemistry content beyond borders at the same time making it relevant for us.…”

Section: ■ Extended Chemistry Learningmentioning

confidence: 99%

Students’ Reflections on Pandemic Impacted Chemistry Learning

Jennifer¹,

Lipin²

2020

J. Chem. Educ.

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Innovative and contemporary methods have established “digital mode of chemistry learning” as a known medium in the pre-COVID era. Developing countries, however, had less exposure and reliance on digital platforms, while the COVID-19 pandemic has impacted the digital translation from conventional classroom setup, making it a mandate overnight. As students, we reflect on this transition to capture our chemistry learning experience concerning its effectiveness and its scope in the virtual space. Our e-classrooms made use of student-generated/-collaborative content as a learning tool replacing conventional classrooms. The availability of time to explore has encouraged extended chemistry e-learning to keep up in relevance to real time. The student spirit in us was also catered to while giving a scope of building a student community that shares and expands relevant chemistry ideas. Although we have caught up with the current times by overcoming challenges the digital space holds, the prospect of chemistry learning in postpandemic times is uncertain, with respect to factors influencing developing countries. This reflection on student perspectives supported by peer survey results is a competent tool to assist the re-evaluation of postpandemic chemical education practices.

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“…[7] Little research has been devoted to social networks and chemistry, chiefly on the use of social media in chemistry education. [8] Allowing nearly simultaneous discussions impossible in a classroom setting, for example, Blonder and Rap found that social networks provide new opportunities for resolving communication and cognitive conflicts that consequently can lead members of the social "community" to learning chemistry. [9] Writing in early 2022, the editor of a large chemistry research publisher noted how there was "a large and flourishing community of chemists on Twitter", even though "many researchers still see social media as a waste of time".…”

Section: Introductionmentioning

confidence: 99%

Social Media for Chemistry Scholars**

Ciriminna

Scurria²,

Pagliaro

2023

ChemistryOpen

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Used by nearly 60 % of the world's population, social media are highly interactive websites (“platforms”) today widely used also by researchers. This perspective aims at identifying the main benefits of social media utilization by chemistry scholars with respect to the three main dimensions (research, education and societal service) of scholarly activity. The main risks arising from the use of social media, as we suggest in the conclusions, must be managed and new education on their purposeful utilization should be planned and delivered

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Social Media in Chemistry: Using a Learning Management System and Twitter To Improve Student Perceptions and Performance in Chemistry

Cited by 10 publications

References 83 publications

Understanding instructor adoption of social media using the technology acceptance model

Understanding instructor adoption of social media using the technology acceptance model

Students’ Reflections on Pandemic Impacted Chemistry Learning

Social Media for Chemistry Scholars**

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