scholarly journals Social media for informal science learning in China: A case study

2014 ◽  
pp. 262-280
Keyword(s):  
Social Media ◽  
Learning Communities ◽  
Learning Community ◽  
Social Networking Sites ◽  
Science Learning ◽  
Future Research ◽  
Informal Science ◽  
Informal Science Learning ◽  
Social Events

This article reports a case study on a popular informal science learning community via social media in China, named GuoKr (meaning “nutshell” in English). Data were collected through a variety of Chinese social media and social networking sites, web-based community portals, and discussion boards. Content analyses and data mining were conducted to investigate how GuoKr successfully attracted and engaged public in informal learning on scientific topics in particular. The study found three key characteristics that contributed to the success of such learning communities: (a) utilizing a variety of social media to empower participants with just-in-time, accidental learning opportunities; (b) daily tweets related to emerging or ongoing social events or hot topics to provide brief but intriguing knowledge “bites”, which often leads to extended readings and related resources; and (c) the integration of social media and traditional face-to-face local events to engage the public in science-related learning and knowledge sharing. Practical and research implications are discussed with suggestions for future research as related to ubiquitous learning communities for informal science learning.

#Sponsoring the #FrenchOpen: An Examination of Social Media Buzz and Sentiment

2015 ◽  
Vol 29 (2) ◽  
pp. 184-199 ◽  
Author(s):  
Elizabeth B. Delia ◽  
Cole G. Armstrong
Keyword(s):  
Social Media ◽  
Social Networking Sites ◽  
Positive Relationship ◽  
Future Research ◽  
Case Study Analysis ◽  
Sporting Event ◽  
Sponsorship Effectiveness ◽  
Twitter Users ◽  
Industry Professionals

Scholars have frequently examined sponsorship effectiveness via survey instrument; however, no efforts have been made to gauge sponsorship effectiveness via social networking sites. As a medium for consumer activity and interaction, scholars and industry professionals can leverage social media to monitor the effects of sponsorship in real time, as consumers experience a sporting event. In this exploratory study, we employed a mixed methods study design to examine Twitter users’ discussion of 2013 French Open sponsors during the tennis tournament. We found a weak positive relationship between sponsor-event functional fit and positive sponsor-related sentiment, and a weak positive relationship between a sponsor company’s social media presence and event-related buzz. Through case study analysis, we discovered unintended misrepresentation and activation were apparent drivers of sponsor-related social media conversation during the 2013 French Open. As an emerging area for sponsorship research, we provide suggestions for future research into sponsorship and social media.

Follow the Fossils

2021 ◽  
Author(s):  
Samantha B. Ocon ◽  
Lisa Lundgren ◽  
Richard T. Bex II ◽  
Jennifer E. Bauer ◽  
Mary Jane Hughes ◽  
...  
Keyword(s):  
Science Learning ◽  
Informal Science ◽  
Informal Science Learning ◽  
Affinity Spaces ◽  
Team Activity ◽  
Social Media Platforms ◽  
Education Platform ◽  
Insight Into ◽  
Better Than

The ability for people to connect, learn, and communicate about science has been enhanced through the Internet, specifically through social media platforms. Facebook and Twitter are well-studied, while Instagram is understudied. This Element provides insight into using Instagram as a science education platform by pioneering a set of calculated metrics, using a paleontology-focused account as a case study. Framed by the theory of affinity spaces, the authors conducted year-long analyses of 455 posts and 139 stories that were created as part of an informal science learning project. They found that team activity updates and posts outside of their other categories perform better than their defined categories. For Instagram stories, the data show that fewer slides per story hold viewers' attention longer, and stories using the poll tool garnered the most interaction. This Element provides a baseline to assess the success of Instagram content for science communicators and natural science institutions.

scholarly journals Measuring the long-term effects of informal science education experiences: challenges and potential solutions

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Nancy L. Staus ◽  
John H. Falk ◽  
Aaron Price ◽  
Robert H. Tai ◽  
Lynn D. Dierking
Keyword(s):  
Science Learning ◽  
Longitudinal Research ◽  
Informal Science Education ◽  
Informal Science ◽  
Long Term Effects ◽  
Science Center ◽  
Informal Science Learning ◽  
Learner Outcomes ◽  
Key Issues

AbstractDespite the fact that most science learning takes place outside of school, little is known about how engagement in informal science learning (ISL) experiences affects learners’ knowledge, skill development, interest, or identities over long periods of time. Although substantial ISL research has documented short-term outcomes such as the learning that takes place during a science center visit, research suggests that the genuine benefits of informal experiences are long-term transformations in learners as they pursue a “cascade” of experiences subsequent to the initial educational event. However, a number of major methodological challenges have limited longitudinal research projects investigating the long-term effects of ISL experiences. In this paper we identify and address four key issues surrounding the critical but challenging area of how to study and measure the long-term effects or impacts of ISL experiences: attribution, attrition, data collection, and analytic approaches. Our objective is to provide guidance to ISL researchers wishing to engage in long-term investigations of learner outcomes and to begin a dialogue about how best to address the numerous challenges involved in this work.

scholarly journals Helping others use social media: age stereotypes when estimating learner’s success

2017 ◽  
Vol 8 (1) ◽  
pp. 1 ◽  
Author(s):  
Harvey J. GINSBURG ◽  
Rebecca CAMERON ◽  
Roque V MENDEZ ◽  
Michael WESTHOFF
Keyword(s):  
Older Adults ◽  
Social Media ◽  
Interpersonal Relationships ◽  
Social Networking Sites ◽  
Repeated Measures ◽  
Future Research ◽  
Redes Sociales ◽  
Helping Others ◽  
Medios Sociales ◽  
Internet Networks

ABSTRACT: Social networking sites (SNS) include online products such as Facebook that allow users to build and maintain large interpersonal Internet networks. Older adult users have dramatically increased (Duggan & Smith, 2014). This investigation examined how 212 university undergraduate Facebook users estimated success with helping others use Facebook when learner’s age (20, 40, 60 year olds.) and type of acquaintance (friend or kin) was manipulated in hypothetical scenarios. In these scenarios, a person is identified as KW, described as being a college student much like the participant. KW has 20, 40 or 60 year-old acquaintances, a friend or a kin at each age, all wanting KW’s help learning about social media. This was the only information provided. Qualities and strengths of these interpersonal relationships were not examined. Results from repeated measures 2x3 ANOVA showed a significant main effect for age, but no effect for acquaintance type. Results showed no significant interaction. Although the age demographic above 50 years is the fastest growing SNS group, results showed possible age stereotyping among youth when they assist older adults learning to use SNS. This age effect may be lessened as older adults become more skillful social media users. These findings are limited because of the sample demographics and a lack of identifying qualities of participants’ attributions about the hypothetical friends or relatives. Future research using multiple items per condition might be able to further elucidate how the type of associations between helper and learner, close or distant, positive or negative, would influence outcomes.Ayudando a otros a usar los medios sociales: estereotipos de edad al estimar el éxito del alumnoRESUMEN: Sitios de redes sociales (SNS) como Facebook permiten a usuarios crear y mantener redes de Internet interpersonales. El número de usuarios adultos mayores de edad sigue incrementado (Duggan y Smith, 2014). Esta investigación examinó como 212 estudiantes universitarios usuarios de Facebook calcularon su éxito en ayudar a otros a usar Facebook cuando la edad de la persona a quien ayudaron (20, 40, 60 años) y su conocimiento de la persona a quien ayudaron (amigo o pariente) fue manipulado en escenarios hipotéticos. En estos escenarios, una persona hipotética identificada como KWfue definida como un estudiante universitario al igual que el participante. En cada escenario se supuso que KW tuviera un amigo o pariente de 20, 40 o 60 años de edad quien le pidiera que le enseñara los medios de comunicación social. Esta fue la única información proporcionada. No fueron examinadas las cualidades de estas relaciones interpersonales. Los resultados de un 2X3 ANOVA de mediciones repetidas mostraron un efecto significativo para la edad, pero no para conocimiento. Los resultados no mostraron interacción significativa. Aunque los mayores de edad en encima de 50 años es el grupo demográfico que ha visto el más rápido crecimiento de uso de sitios de redes sociales, los resultados mostraron posibles estereotipos entre los jóvenes hacia estos adultos. Este efecto de edad disminuye si los adultos mayores de edad llegan a ser más hábiles en el uso de los medios sociales. Estos resultados son limitados debido a las características demográficas de la muestra y la falta en identificar las cualidades de atribución hechas por los participantes sobre amigos o familiares hipotéticos. Las investigaciones futuras utilizando varias ítems por condición podrían aclarar cómo las asociaciones entre el ayudante y alumno, y la relación cercana o distante de quien ayuda, podrían influir en los resultados.

scholarly journals Gratitude and Social Media: A Pilot Experiment on the Benefits of Exposure to Others’ Grateful Interactions on Facebook

2021 ◽  
Vol 12 ◽  
Author(s):  
Simona Sciara ◽  
Daniela Villani ◽  
Anna Flavia Di Natale ◽  
Camillo Regalia
Keyword(s):  
Social Media ◽  
Social Networking ◽  
Social Networking Sites ◽  
Ad Hoc ◽  
Satisfaction With Life ◽  
Specific Property ◽  
Well Being ◽  
Future Research ◽  
Subjective Well Being ◽  
Pilot Experiment

Facebook and other social networking sites allow observation of others’ interactions that in normal, offline life would simply be undetectable (e.g., a two-voice conversation viewable on the Facebook wall, from the perspective of a real, silent witness). Drawing on this specific property, the theory of social learning, and the most direct implications of emotional contagion, our pilot experiment (N = 49) aimed to test whether the exposure to others’ grateful interactions on Facebook enhances (a) users’ felt gratitude, (b) expressed gratitude, and (c) their subjective well-being. For the threefold purpose, we created ad hoc Facebook groups in which the exposure to some accomplices’ exchange of grateful messages for 2 weeks was experimentally manipulated and users’ felt/expressed gratitude and well-being were consequently assessed. Results partially supported both hypotheses. Observing others’ exchange of grateful posts/comments on Facebook appeared to enhance participants’ in-person expression of gratitude (i.e., self-reported gratitude expression within face-to-face interactions), but not their direct and subjective experiences of gratitude. Similarly, exposure to others’ grateful messages improved some components of subjective well-being, such as satisfaction with life, but not negative and positive affect. Taken together, however, our preliminary findings suggest for the first time that social networking sites may actually amplify the spreading of gratitude and its benefits. Implications of our results for professionals and future research in the field of health, education, and social media communication are discussed.

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