Overcoming the Challenges of Remote Instruction: Using Mobile Technology to Promote Active Learning

Baldock, Brandi L.; Fernandez, Anthony L.; Franco, Jimmy; Provencher, Brian A.; McCoy, Mark R.

doi:10.1021/acs.jchemed.0c00992

Cited by 30 publications

(23 citation statements)

References 73 publications

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“…During her online class sessions, instructor Macie spent more time moving and guiding students in an active learning activity by providing hints to students as they completed the activity and spent more time following-up with students after clicker questions than she did in-person, which led students to spending more time individually thinking online. Our findings are consistent with Baldock et al (2021) who also implemented clicker questions in the online learning environment and found them useful in helping instructors not only provide prompt feedback to students, but also to keep their engagement high during the class session. Therefore, we can conclude that the online clicker questions, or the polling function, were effective tools in engaging students in the online learning environment.…”

Section: Macie Incorporated More Guiding and Students Engaged In More Working And Talking In The Online Learning Environmentsupporting

confidence: 88%

Breakout Rooms, Polling, and Chat, Oh My! The Development and Validation of Online COPUS

Pusey

Valencia

Signorini

et al. 2021

Preprint

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We developed and validated a new classroom observation protocol, Online COPUS (E-COPUS), to measure teaching and learning practices in the online learning environment. We collected COPUS and E-COPUS data from 40 STEM courses before, during the transition, and continuation of emergency remote teaching (ERT). Through weekly discussions among observers, we adjusted six of the original instructor COPUS code descriptions and six of the original student code descriptions to fit the online learning environment. We trained 23 observers to conduct E-COPUS utilizing both in-person and online lecture recordings. To validate E-COPUS, we consulted an expert panel of science educators and education researchers to provide feedback on our code descriptions and complete a matching activity with our E-COPUS code descriptions. We further examined E-COPUS by analyzing the teaching and learning practices of 6 instructors across in-person and online instruction and found that the online functions of breakout rooms, polling, and the chat were utilized to promote active learning activities in the online learning environment. As we prepare for teaching in the future, it is important to have formative assessment tools designed for all course formats to support assessment and improvement of teaching practices in college STEM classrooms.

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Section: Macie Incorporated More Guiding and Students Engaged In More Working And Talking In The Online Learning Environmentsupporting

confidence: 88%

Breakout Rooms, Polling, and Chat, Oh My! The Development and Validation of Online COPUS

Pusey

Valencia

Signorini

et al. 2021

Preprint

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“…If instructors utilize active learning techniques like clickers but fail to use these approaches formatively to direct student learning, they may not garner optimal bene ts and in fact inequitable implementation can lead to increased gender performance gap (Maries et al, 2020). Our interviews indicate that PALM Fellows are not just employing more active learning, they are doing it in a thoughtful, student-centered way, guiding their students to become more successful learners, and becoming more re ective and agile practitioners in both the classroom and in remote learning environments (Baldock et al, 2021). Also, the Fellows we interviewed understand that good teaching is not a destination but a shared journey.…”

Section: Discussionmentioning

confidence: 89%

Using a Community of Transformation to create a sustained change toward increased active learning in the undergraduate classroom

Prunuske

Evans-Anderson²,

Furniss

et al. 2022

Preprint

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Background: Many individuals and groups have responded to the call to action to reform undergraduate biology teaching through increased utilization of evidence-based teaching strategies. One promising practice for creating sustained change is the use of a Community of Transformation or a deliberate network designed to reinforce active learning through mentorship. The Promoting Active Learning and Mentoring (PALM) Network, which encourage its members to reflect deeply on their teaching and to make changes based on evidence-based practices, supports the implementation of active learning through a network of practitioners from across multiple professional societies and disciplines. Members of the Network interviewed seven previous PALM Fellows, one to four years after completing their fellowship, to better understand the users of the network and why they engaged with the network. Results: Key themes emerged from interviews about how engagement and experiences of each of the interviewees aligned with the ADKAR model of change management: Awareness, Desire, Knowledge, Ability, and Reinforcement. The interviews supported the creation of three personas: Bob the Sponge, Lupe the Lone Wolf, and Malik the Master. The interviews also highlighted examples of how the Fellows continue to utilize evidence-based teaching practices and how they successfully implemented adaptation to online course interactions during the COVID-19 pandemic. Conclusions, summary, and implications: Understanding how the personas intersect with the ADKAR model has led to a better understanding of how the PALM network functions as a community of transformation to facilitate transformative change toward active learning. This approach can serve as a model for others who wish to enable similar transformative change in various Science, Technology, Engineering, and Math (STEM) disciplines.

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“…After all sets of lab partners had completed the experiment, the instructor collected and presented the class data by annotating a PDF of the presentation slides in real-time using an iPad and Apple Pencil as described previously 29 and displaying it using an Apple TV. The instructor then led a class discussion regarding the trends observed, provided a brief overview of intermolecular forces, and asked the students to predict the relative types and strengths of intermolecular forces present in each solvent and solute tested.…”

Section: Methodsmentioning

confidence: 99%

Student Discovery of the Relationship between Molecular Structure, Solubility, and Intermolecular Forces

2021

Self Cite

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General chemistry students need to understand the concept of intermolecular forces and use them to predict the properties of materials. To do this, they must create symbolic representations of molecules, relate these to physical observations, and explain them using submicroscopic theoretical constructs. When these concepts are taught separately, students lack the context to fully understand and retain them. In this inquiry-based laboratory experiment, students explored the interrelated concepts of molecular structure and solubility in an applied context and then explained their individual results and the class results using the concept of intermolecular forces. Specifically, they drew the molecular structures of an analogous series of alcohol molecules and evaluated the relative solubility of the alcohols in polar versus nonpolar solvents. Designing the procedure to avoid student exposure to hazardous reagents facilitated their exploration of the underlying concepts. Using Sharpie pigment in each alcohol as an indicator dye helped the students visually assess their relative solubility in different solvents. Students typically observed that the relative solubility of the alcohols in the solvents could be predicted based on key factors that affect molecular polarity and hydrophobicity, in particular hydrocarbon chain length and surface-to-volume ratios. The students explained the pooled class solubility results based on the types and strengths of intermolecular forces present in each substance. Significance testing performed on our pre-and postlaboratory quiz data indicate that completing this experiment significantly improved students' conceptual understanding of structure−property relationships. Item difficulty and discrimination index scores were used to validate these quiz questions.

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Overcoming the Challenges of Remote Instruction: Using Mobile Technology to Promote Active Learning

Cited by 30 publications

References 73 publications

Breakout Rooms, Polling, and Chat, Oh My! The Development and Validation of Online COPUS

Breakout Rooms, Polling, and Chat, Oh My! The Development and Validation of Online COPUS

Using a Community of Transformation to create a sustained change toward increased active learning in the undergraduate classroom

Student Discovery of the Relationship between Molecular Structure, Solubility, and Intermolecular Forces

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