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

Ke Zhang ,Fei Gao

doi:10.34105/j.kmel.2014.06.018

Abstract

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.

Highlights

Social media and mobile technology are drastically changing the ways of communication, teaching and learning
As of December 2011, there were more than 500,000,000 Internet users (6 years or older) in China, and 365, 000, 000 (69.3%) of them were mobile phone internet users, 26.5% (136, 000, 000) were in the rural regions and areas, and 35.7% with middle school education (Grades 7-9) only (China Internet Network Information Center, 2013)
Popular social media, such as Weibo had attracted about 2.5 billion users by December 2011 (China Internet Network Information Center, 2013)

Summary

Introduction

Social media and mobile technology are drastically changing the ways of communication, teaching and learning. Social media allow users to communicate synchronously or asynchronously, to collaboratively build knowledge base, and to form learning communities virtually (Ebner, Lienhardt, Rohs, & Meyer, 2010; Gao, Luo, & Zhang, 2012; Warren et al, 2012; Zhang & DeLoose, 2009). They creatively address the needs and characteristics of media-savvy generations of learners known as the neomillenniums (Dede, 2005; Dieterle, Dede, & Schrier, 2007; Zhang & Bonk, 2008, 2009). Few studies have investigated the impacts of microblog-mediated social networking on communities for informal learning

Results

Discussion

Conclusion