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Analysis of institutional authors

Sanchez-Gonzaga, VladimirAuthorRuiz-Morillas, NuriaCorresponding Author

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June 20, 2024
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Differences and Similarities between Face-to-Face and YouTube Chemistry Teaching

Publicated to:Journal Of Chemical Education. 101 (5): 1905-1913 - 2024-05-03 101(5), DOI: 10.1021/acs.jchemed.3c01182

Authors: Sanchez-Gonzaga, Vladimir; Ruiz-Morillas, Nuria

Affiliations

Univ Rovira & Virgili, Dept Phys & Inorgan Chem, Tarragona 43007, Spain - Author

Abstract

This paper explores the digital landscape of YouTube teaching in comparison to traditional face-to-face education. It delineates the distinctions between these two educational paradigms, with a specific focus on two concrete cases: traditional face-to-face teaching at a public university and the distinctive Breaking Vlad channel on YouTube. By conducting this analysis, our goal is to furnish guidance for educators, whether at the elementary or university level, who are contemplating the development of a teaching channel in the field of chemistry. This paper offers insights into the diverse dimensions of education in the digital age, providing a roadmap for educators venturing into the online teaching landscape.

Keywords

ChannelDistance learning/self instructionEducationGeneral publicInternet/web based learningInternet/web basedlearningMultimedia-based learninMultimedia-based learningPlatformPublic understanding/outreachTubVideo

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Journal Of Chemical Education due to its progression and the good impact it has achieved in recent years, according to the agency WoS (JCR), it has become a reference in its field. In the year of publication of the work, 2024 there are still no calculated indicators, but in 2023, it was in position 115/231, thus managing to position itself as a Q2 (Segundo Cuartil), in the category Chemistry, Multidisciplinary. Notably, the journal is positioned en el Cuartil Q2 para la agencia Scopus (SJR) en la categoría Education.

Independientemente del impacto esperado determinado por el canal de difusión, es importante destacar el impacto real observado de la propia aportación.

Según las diferentes agencias de indexación, el número de citas acumuladas por esta publicación hasta la fecha 2025-07-12:

  • WoS: 2

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-07-12:

  • The use, from an academic perspective evidenced by the Altmetric agency indicator referring to aggregations made by the personal bibliographic manager Mendeley, gives us a total of: 20.
  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 28 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

  • The Total Score from Altmetric: 13.4.
  • The number of mentions on the social network Facebook: 1 (Altmetric).
  • The number of mentions on the social network X (formerly Twitter): 16 (Altmetric).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (Sanchez Gonzaga, Vladimir Pablo) and Last Author (Ruiz Morillas, Núria).

the author responsible for correspondence tasks has been Ruiz Morillas, Núria.