Customized Videos on a YouTube Channel: A Beyond the Classroom Teaching and Learning Platform for General Chemistry Courses

Ranga, Jayashree S.

doi:10.1021/acs.jchemed.6b00774

Cited by 54 publications

(78 citation statements)

References 11 publications

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“…In line with Aragon's (2007) finding, the teachers in this study emphasized that YouTube is easily accessible, with the potential to spark insightful discussions about the content. Hence, it is also considered one of the most effective teaching tools (Ranga 2017), which is consistent with the findings of this study.…”

Section: Discussion Of Findingssupporting

confidence: 91%

“…This ranges from formal lectures to practical activities. Ranga (2017) lists the following pedagogical advantages that YouTube offers chemistry students: i) 24/7 access at a self-directed pace, ii) learning gets extended beyond the classroom, and iii) the YouTube content takes them beyond the scope of their curriculum. These benefits correspond with the findings of this study, as YouTube promoted self-directed learning among the teachers, and they could use this space to promote a deeper understanding of some scientific concepts.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

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Science Teachers’ Views and Applications of Technology-Based Teaching

Koopman¹,

Wyk²,

Koopman³

2020

Ubiquitous Learning: An International Journal

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The e-Learning Research Network recognizes the contribution of many in the evolution of the Research Network. The principal role of the Advisory Board has been, and is, to drive the overall intellectual direction of the Research Network. A full list of members can be found at https://ubi-learn.com/about/advisory-board. PEER REVIEWArticles published in Ubiquitous Learning: An International Journal are peer reviewed using a two-way anonymous peer review model. Reviewers are active participants of the e-Learning Research Network or a thematically related Research Network. The publisher, editors, reviewers, and authors all agree upon the following standards of expected ethical behavior, which are based on the Committee on Publication Ethics (COPE) Core Practices. More information can be found at: https://ubi-learn.com/journal/model.

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Section: Discussion Of Findingssupporting

confidence: 91%

Section: Discussion Of Findingsmentioning

confidence: 99%

Science Teachers’ Views and Applications of Technology-Based Teaching

Koopman¹,

Wyk²,

Koopman³

2020

Ubiquitous Learning: An International Journal

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“…However, the majority of reports have focused on showcasing research experiences, lab techniques, lab experiments, at-home experiments, explaining chemistry, and rationalizing everyday occurrences from a chemical perspective. 5,6,8,9,12,20,21 Our findings suggest that chemical anthropomorphism is an effective format for communicating chemical concepts through social media videos on emerging platforms such as TikTok. a Students (N=75) were asked to respond to the questions with the following choices: strongly disagree, disagree, neutral, agree, or strongly agree.…”

Section: Activity Outcomesmentioning

confidence: 81%

“…Early adopters of social media in the chemistry classroom primarily utilized YouTube as a vehicle for students to make or watch videos that explain chemical concepts, real-world phenomena using chemical principles, [6][7][8][9] lab techniques and lab experiments, [10][11][12][13][14] and even music videos with chemistry-themed lyrics. 15,16 Newer social media apps such Instagram, Snapchat, and TikTok have been utilized to create study aids 17,18 and case study activities 19 , and videos based on the academic research experience 20 or at-home experiments.…”

Section: Introductionmentioning

confidence: 99%

Chemical Anthropomorphism: Acting Out General Chemistry Concepts in Social Media Videos Facilitates Student-Centered Learning and Public Engagement

Hight¹,

Nguyen²,

Su³

2020

Preprint

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<p>This Article describes the educational and public engagement outcomes of an activity called the “ChemClout Challenge” that was implemented in a general chemistry course at UC Riverside. Students worked in groups to make chemistry-themed videos, posted them to social media platforms, then voted on their favorite videos. The majority of students elected to make videos where they anthropomorphized general chemistry concepts, physically acting out principles such as ideal gas law relationships and electrolyte solubility. Students reported enjoying these anthropomorphized videos most. These types of videos received over one million views worldwide within the first month of posting on the social media platform, TikTok. After the course was over, 75 students completed voluntary Likert scale surveys to assess the educational and outreach impact of the ChemClout Challenge. 88% of students reported that the activity made chemistry more relatable, whereas 76% of students noted that the activity helped them retain course concepts two months after the course was completed, indicating the activity benefitted student learning. Moreover, 84% of students reported that their friends and family members outside of UC Riverside watched the videos, with 72% of students reporting that they explained the chemical concepts of their videos to their friends. These studies indicate that student-created social media videos that anthropomorphize chemistry are highly effective vectors for student-centered learning and public engagement in chemical concepts. This activity may find particular utility for educators during the COVID-19 pandemic, as it is compatible with distance learning.</p>

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“…However, there is currently neither a clear set of design criteria for producing "good" tutorial videos nor clear evidence for the effectiveness of this kind of learning resource. [15] Some findings even indicate that merely watching others performing a certain task mainly results in an illusion of skill acquisition, i. e. people believe they could perform the task watched in the video, but their actual abilities do not improve. [16] As in the case of computer simulations, [11] learning does not happen merely by watching, but watching a video (or simulation) needs to be accompanied by instructions aiming at encouraging reflection of what has been seen and at practicing the observed skill or content in targeted exercises themselves.…”

Section: Introductionmentioning

confidence: 99%

Digitising Teaching and Learning – Additional Perspectives for Chemistry Education

Bernholt

Broman

Siebert

et al. 2018

Israel Journal of Chemistry

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Chemistry requires and combines both observable and mental representations. Still we know that learners often struggle in combining these perspectives successfully, especially when experimental observations contradict the model-based explanations, e. g. in interpreting the chemical equilibrium as dynamic processes while observing a static system without any visible changes. Digital media offer potentials that might not have been accessible to this degree until now. However, we do not know enough with regard to the degree and effects these media tools have in supporting learning processes but perhaps also in hindering them. This article presents four approaches on how to potentially make use of digital media in learning processes based on theoretical considerations and empirical investigations. The projects will explore applications of media as visualization, learning and investigation tools in chemistry education, embracing techniques from virtual realities to eye-tracking.

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Customized Videos on a YouTube Channel: A Beyond the Classroom Teaching and Learning Platform for General Chemistry Courses

Cited by 54 publications

References 11 publications

Science Teachers’ Views and Applications of Technology-Based Teaching

Science Teachers’ Views and Applications of Technology-Based Teaching

Chemical Anthropomorphism: Acting Out General Chemistry Concepts in Social Media Videos Facilitates Student-Centered Learning and Public Engagement

Digitising Teaching and Learning – Additional Perspectives for Chemistry Education

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