IM-chem: The use of instant messaging to improve student performance and personalize large lecture general chemistry courses

Abstract

Previous research has linked poor student performance with the depersonalized feeling of large lecture courses. Various forms of enhanced communication have been tried that appear to enhance personalization in large courses. For general chemistry classes taught in a 365-seat lecture hall at the University of Georgia, we have attempted to enhance communication by using 26 instant messaging (IM) devices. Implementation of this project, called IM-Chem, in large lecture general chemistry courses has had a positive impact on student performance. IM-Chem participants had a mean course grade that was 0.14 grade point average units higher than nonparticipants. Gains in student performance are attributed to the active learning environment that IM-Chem participants experienced. Additionally, an overwhelming majority of participants stated that IM-Chem personalized the large lecture setting by providing them with an unintimidating way to ask questions and individualized answers to those questions. © 2012 American Chemical Society and Division of Chemical Education, Inc.