Engaging Online Students: Using a Multisensory Exercise for Deeper, Active Learning

Purinton, Elizabeth F.; Burke, Megan

doi:10.1080/10528008.2019.1677478

Cited by 20 publications

(13 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…First, the results demonstrated that there were statistically significant differences between the experimental and control groups in fluency, flexibility, setting hypothesis, prediction, interpretation, questioning and deep understanding test as a whole in favour of the experimental group. This result is consistent with the studies of Purinton and Burke (2020) and Grisham and Wolsey (2014) on the effectiveness of using the digital learning environment in developing deep understanding dimensions. These results are also in agreement with the studies of Kennedy-Clark (2009), Kapur (2010), Song (2018) and Dickson et al (2020) on the effectiveness of using PF in the e-learning environment to develop students' thinking skills.…”

Section: Discussionsupporting

confidence: 92%

“…Deep understanding requires more than just processing knowledge, as it requires insight and capabilities that are reflected in various performances. It refers to the student's ability to critically examine new ideas and concepts, place them in his cognitive constructions and make connections between them and his prior knowledge through questions and lines of inquiry that arise from contemplation, discussion and use of ideas (Purinton & Burke, 2020, Yu & Lee, 2020.…”

Section: Deep Understandingmentioning

confidence: 99%

“…Various studies found out that deep understanding can be enhanced through students' involvement in the electronic learning environment in higher educational stages; and that podcasting is a successful tool in learning science that develops deep understanding (Grisham & Wolsey, 2014;Purinton & Burke, 2020). LPI researchers have studied three large school networks, including the new technology network.…”

Section: Deep Understanding and Digital Learning Environmentmentioning

confidence: 99%

See 2 more Smart Citations

The effect of productive failure in a digital inquiry environment on developing deep understanding and achievement of organic chemistry among secondary school students

Ezzeldin

2022

CJES

View full text Add to dashboard Cite

This study measures the effect of productive failure instruction in a digital inquiry environment on developing deep understanding and achievement of organic chemistry among Saudi Arabian secondary school students. The study adopted the experimental design of control and experimental groups with pre- and post-measurements. The sample comprised 66 secondary school students from Wadi Al-Dawasir Governorate, Riyadh, Saudi Arabia, distributed into the experimental group (n = 32) and the control group (n = 34). The data collection utilised the deep understanding test and the achievement test of organic chemistry. The results revealed that there were statistically significant differences at α = 0.05 between the means of the scores of the experimental and control groups in the deep understanding level and the achievement test of organic chemistry in favour of the experimental group. Recommendations and suggestions are also presented in light of the study results. Keywords: Productive failure, digital inquiry environment, deep understanding of organic chemistry, the achievement of organic chemistry

show abstract

Section: Discussionsupporting

confidence: 92%

Section: Deep Understandingmentioning

confidence: 99%

Section: Deep Understanding and Digital Learning Environmentmentioning

confidence: 99%

See 1 more Smart Citation

The effect of productive failure in a digital inquiry environment on developing deep understanding and achievement of organic chemistry among secondary school students

Ezzeldin

2022

CJES

View full text Add to dashboard Cite

show abstract

“…Student perceptions and attitudes about Slack™ as an alternative learning management system were higher than faculty perceptions (Ross, 2019). A technology-enabled brand management class activity requiring students to promote brand growth by creating and sharing a video online increased student engagement (Purinton & Burke, 2020). Meanwhile, qualitative results from a class activity involving mobile-device polling yielded higher levels of enjoyment and engagement (Florenthal, 2019).…”

Section: E-books and Student Engagementmentioning

confidence: 98%

Evaluating E-Book Effectiveness and the Impact on Student Engagement

Merkle

Ferrell

et al. 2021

Journal of Marketing Education

View full text Add to dashboard Cite

Marketing curricula are experiencing a digital disruption as e-books and other electronic educational resources replace print textbooks. This study investigates student perceptions about the effectiveness of print textbooks and e-books. Specifically, we focus on the perceived effectiveness of e-books and the impact on student engagement. A field-based quasi-experiment was conducted with a sample of 259 students in the Fall semester, and a follow-up sample of 395 students in the Spring semester. The results show a diverse impact of e-books on student engagement. Some aspects of engagement are positively affected while other aspects of student engagement exhibit a neutral or negative leaning impact. The findings also reflect significant variation in e-book effectiveness depending on the course. Finally, we find that e-books moderate the relationship between textbook effectiveness and academic performance engagement. Highly effective e-books result in higher levels of academic performance engagement. Collectively these findings shed light on the current situation and provide a foundation for additional research to further our understanding about e-book effectiveness and its relationship to student engagement.

show abstract

“…What is distinct about our approach is that we are basing our study on a known scale, the Online Student Engagement (OSE) scale, which is a well-established measure of student engagement in an online setting . The OSE scale measures four factors of student engagement: skills, emotion, participation, and performance. , We have adapted this scale to compare student engagement before and after the pandemic; the modified scale is referred to as the Pandemic Online Student Engagement (POSE) scale. Our sample population is large ( N = 431) and diverse, allowing us to perform detailed statistical analysis on the results and determine which demographic factors are related to changes in student engagement caused by the COVID-19 pandemic and sudden switch to emergency remote online instruction.…”

Section: Introduction and Literature Backgroundmentioning

confidence: 99%

Effects of the COVID-19 Pandemic on Student Engagement in a General Chemistry Course

Teets

2021

J. Chem. Educ.

View full text Add to dashboard Cite

In response to the COVID-19 pandemic, many colleges and universities transitioned their face-to-face courses to emergency remote online courses during the spring of 2020. This study, conducted at a large, urban, diverse public university in the United States, answers the questions of how the sudden switch to emergency remote online instruction and the encompassing events of the pandemic changed student learning and engagement in a college-level introductory chemistry course. The research addresses the demographic and lifestyle factors that determine the magnitude of these changes. The mixed-methods approach uses a 19-item Pandemic Online Student Engagement (POSE) scale to quantitatively evaluate changes in student engagement and combines it with a qualitative analysis of student essay responses. The results reveal a decrease in student engagement, with underrepresented people of color (URPOC) students particularly affected and reporting significantly greater decreases in three of the four engagement components: skills engagement, participation engagement, and performance engagement. The decreases in motivation and self-regulation occurred in part because the historic pandemic event made it more difficult to focus on studies, and because students' home environments were not conducive to self-regulated learning. This study provides unique insights for chemistry instructors and college administrators into how the sudden changes in instructional dynamics affected students while the pandemic unfolded. Studies like this are necessary to prevent widening achievement gaps if the current pandemic lingers or if future threats dictate another widespread adoption of emergency remote online learning in general chemistry.

show abstract

Engaging Online Students: Using a Multisensory Exercise for Deeper, Active Learning

Cited by 20 publications

References 35 publications

The effect of productive failure in a digital inquiry environment on developing deep understanding and achievement of organic chemistry among secondary school students

The effect of productive failure in a digital inquiry environment on developing deep understanding and achievement of organic chemistry among secondary school students

Evaluating E-Book Effectiveness and the Impact on Student Engagement

Effects of the COVID-19 Pandemic on Student Engagement in a General Chemistry Course

Contact Info

Product

Resources

About