Eliciting Student Explanations of Experimental Results Using an Online Discussion Board

Shultz, Ginger V.; Winschel, Grace A.; Inglehart, Ronald; Coppola, Brian P.

doi:10.1021/ed4007265

Cited by 11 publications

(11 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although this study was set in a distance education environment, this may be a useful approach for students before they enter a chemistry laboratory for the first time. Shultz et al (2014) provide an opportunity for reflective thinking about experimental results using an online discussion board. Different topics were assigned to each group of students and their responses of how they solved the problems were uploaded as audio or video files.…”

Section: Mobile Powerpointmentioning

confidence: 99%

Organic chemistry basic concepts teaching in students of large groups at Higher Education and Web 2.0 tools

2018

View full text Add to dashboard Cite

Un grupo grande y el hecho de que la química orgánica generalmente se considera un tema difícil ocasionan desafíos para la persona instructora. En este artículo se describe la evaluación de la efectividad del uso de herramientas Web 2.0 en las clases de química orgánica para apoyar la comprensión de conceptos básicos por parte del estudiantado, en comparación con la ausencia de ellas. El estudio utilizó un diseño mixto que abarcó a 537 estudiantes en cuatro grupos de Fundamentos de química orgánica y en dos de Química orgánica general. Todos los grupos, excepto tres, experimentaron el ambiente estándar de la clase sin intervención. La intervención consistió en un blog diseñado específicamente para esta investigación, el cual contenía videos sobre conceptos clave. Tanto instructores como estudiantes fueron invitados a responder diversos instrumentos para la recolección de datos. Dichos instrumentos incluyeron preguntas sobre conocimientos previos de química e información sobre el uso de Web 2.0 por parte de instructores y estudiantes. Asimismo, se incluyeron consultas para descubrir si las herramientas eran percibidas como útiles. El estudio utilizó solo datos del estudiantado que asistió a las lecciones de forma regular y completó la prueba y los cuestionarios. El impacto del uso de Web 2.0 en el rendimiento estudiantil se valoró con las calificaciones obtenidas en el primer examen del semestre. La percepción de las personas participantes fue que las herramientas son útiles para el proceso de enseñanza-aprendizaje y que el blog y los videos tuvieron un impacto positivo en su desempeño académico

show abstract

Section: Mobile Powerpointmentioning

confidence: 99%

Organic chemistry basic concepts teaching in students of large groups at Higher Education and Web 2.0 tools

2018

View full text Add to dashboard Cite

show abstract

“…38 Online cooperative learning approaches were shown to be successful in other chemistry problem solving contexts. 20−22 The approach described here is in contrast to other approaches, which dedicate class time to allow for group-based spectroscopy solving in-person.…”

mentioning

confidence: 99%

Using Jigsaw-Style Spectroscopy Problem-Solving To Elucidate Molecular Structure through Online Cooperative Learning

et al. 2015

Self Cite

View full text Add to dashboard Cite

Cooperative learning was employed as an instructional approach to facilitate student development of spectroscopy problem solving skills. An interactive online environment was used as a framework to structure weekly discussions around spectroscopy problems outside of class. Weekly discussions consisted of modified jigsaw-style problem solving activities in which students cooperatively interpreted infrared and nuclear magnetic resonance spectra. Students' use of the discussion site was monitored and revealed that they accessed discussions in the days prior to examinations. Together with attitudinal surveys, which were used to gauge student perceptions of the activities, these results indicate that students found the discussions to be a useful resource for learning spectroscopy.

show abstract

“…Overall, as the coordinator of the Group Exercises, I believe that the transition to online was mostly a success though I believe improvements can be made for a future online iteration, and I was surprised to see some benefits that would not have been directly facilitated in the past. Most notably, all teams worked together to solve problems cooperatively by necessity, virtually. , All teams made use of video conferencing and had to schedule team meetings around the availability of members, which, on occasion, were in different time zones. This rather closely mimics modern collaborative working which can often involve online meetings and shared tasks where team members are in different locations across the country and world.…”

Section: Reflecting On the Online Group Exercisesmentioning

confidence: 99%

Online Group Work with a Large Cohort: Challenges and New Benefits

Hurst

2020

J. Chem. Educ.

View full text Add to dashboard Cite

The Group Exercises is a distinctive collaborative group working activity completed by approximately 170 second-year undergraduate chemistry students each year in June. The activity comprises students working in randomly allocated teams of 4–6 members to complete a structured learning package to solve chemistry problems with industrial relevance and to communicate their solutions via a presentation (and executive summary with team meeting minutes), which are formatively and summatively assessed via stage 1 and stage 2 tasks accordingly. Through this, students are able to develop their personal skills in a chemistry context. For the first time in more than 20 years of running the activity, due to COVID-19, the Group Exercises was facilitated online. How this team-based exercise for a large cohort was delivered is outlined together with lessons for future iterations pertaining to building an online community among teams and transitioning from multifaceted asynchronous and synchronous presentation assessments to a fully synchronous equivalent. An unanticipated benefit from online delivery was the potential to enhance the digital literacy and time management skills of students by having to communicate and complete the assessment virtually, and in some cases, in different time zones. Through this, such virtual collaborative working may more closely mimic how diverse teams work together within and between professional organizations and hence may serve as a useful experience to prepare students for modern teamwork after graduation.

show abstract

Eliciting Student Explanations of Experimental Results Using an Online Discussion Board

Cited by 11 publications

References 18 publications

Organic chemistry basic concepts teaching in students of large groups at Higher Education and Web 2.0 tools

Organic chemistry basic concepts teaching in students of large groups at Higher Education and Web 2.0 tools

Using Jigsaw-Style Spectroscopy Problem-Solving To Elucidate Molecular Structure through Online Cooperative Learning

Online Group Work with a Large Cohort: Challenges and New Benefits

Contact Info

Product

Resources

About