investigations and development of strategies to...
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52%
11%
9%
15%
9% 4%
Age Distribution
18-22
23-25
26-30
31-40
41-50
51+
Education and technology over the past few decades have become
increasingly entwined. Everything from iPads® to fully electronic
universities have become a norm in teaching. With such a profound
influence that these electronic learning environments are having,
critical evaluation of effective strategies and best practices are
necessary. Unfortunately, these studies about technology and
education vary greatly in focus and results and the vastness of
what has been published is astonishing. What is most fascinating is
how quickly technology has been thrown into education without
supporting evidence to show how or if it is effective the classroom.
Technology needs to be implemented in an academic way such that
it benefits the student and the education system overall. While
electronic content to supplement student learning has been
implemented in the classroom, much of what has been introduced
does not allow students to reach their full potential in learning
through technology. This is due mostly to a lack of resources and
support at the classroom level and a lack of understanding of how
technology can be used to teach more effectively. This research
aims to correct this lack of understanding by further studying how
students learn introductory chemistry and how technology can be
used in teaching to improve student learning. Overall this project
will focus on how and if electronic material can replace traditional
methods. We hypothesize that this is only possible if the instructor
is capable of anticipating student pitfalls; implementing strategies
to improve comprehension, problem solving, and analytical skills;
and anticipating problems that may arise in an electronic learning
environment.
Abstract
• Effective Strategies for Online Learning:
• anticipating student pitfalls
• implementing strategies to improve comprehension, problem
solving, and analytical skills;
• anticipating problems that may arise in an electronic learning
environment
• Identify if and how technology can be implemented into
introductory chemistry education
– Utilize student perspective
– Assess student perceptions
– Identify useful software and hardware
• Develop online content for future online introductory chemistry
class implementing techniques based on student responses
Objectives
• Surveys
– SurveyGizmo.com
– 11 students participated in Pilot Study (from York
Tech)
– 113 people participated in generalized study
• Technology Discovery
– SmartPen
– iPad Apps
– Camtasia (Camstudio)
– Wacom Bamboo Tablet
• Content Development
– ShowMe Mini Lessons
– Pencasts of problem solving, different methods of
solving/approach
Methods
Results
Conclusions
• Chemistry is FUN and we need to make learning it more
engaging and approachable for students
• The incorporation of technology in education is viewed
favorably
• Technology comfort is an important variable
• Larger sample size needs to be surveyed
• Approach and mindset are important when you begin to
research a topic
• Survey question design needs to be specific
• Working with human subjects requires more attention to small
details
References 1. Brinthaupt, T. M.; Fisher, L. S.; Gardner, J. G.; Raffo, D. M.; Woodard, J. B.
MERLOT J.O.L.T. 2011, 7 (4), 515-524.
2. Concannon, F.; Flynn, A.; Campbell, M., B J. Educ. Tech. 2005, 36 (3), 501-512.
3. Falloon, G. MERLOT J.O.L.T. 2011, 7 (4), 439-451.
4. Gilliver, R. S.; Randall, B.; Pok, Y. M. J. Computer Assisted Learning 1998, 14,
212-222.
5. Kahveci, A.; Gilmer, P.; Southerland, S. Int. J. Sci. Educ. 2008, 30 (3), 323-349.
6. Kozma, R. Innovations in Science and Mathematics Education; Jacobson, M.,
Kozma, R., Eds.; Lawrence Erlbaum Associates: Mahwah, New Jersey, 2000; 11-
46.
7. Laurillard, D. J. Phil. Educ. 2008, 42 (3-4), 522-533.
8. National Center on Universial Design for Learning. UDL Guidelines - Version 2.0.
www.udlcenter.org (accessed June 14, 2012).
9. Rabe-Hemp, C.; Woollen, S.; Humiston, G. QRDE. 2009, 10 (2), 207-218.
10. Sit, J. W. H.; Chung, J. W. Y.; Chow, M. C. M.; Wong, T. K. S. Nurs. Educ. Today
2005, No. 25, 140-147.
11.Wagner, S.; Garippo, S.; Lovaas, P. MERLOT J.O.L.T. 2011, 7 (1), 68-73.
Acknowledgements Thanks very much to:
Dr. Nicholas E. Grossoehme
McNair Program and Staff
Dr. Matthew Hayes and Ms. Cayla Eagon
Fellow Scholars and Lab Mates
Winthrop University Chemistry Department
Investigations and Development of Strategies to Effectively
Teach Introductory Chemistry through an Online Platform
Dr. Nicholas E. Grossoehme and Amy Moore
Population Demographics
• Gender:
• Female - 82
• Male - 31
• Age:
• Between 18 and 25 years old - 71
• Over 25 years old - 42
• Education:
• Working toward or completed Post Baccalaureate-
33
• Non Post Baccalaureate Holders- 79
73%
27%
Gender
Female
Male
29%
71%
Post Baccalaureate Education Analysis
Working towardor completedPostBaccalaureate
Non PostBaccalaureateHolders
Completed an associates
degree or an equivalent 2 year program
3%
Completed my undergraduate
degree 16%
Currently enrolled and working towards an
undergraduate degree
51%
Have earned a Masters or PhD
17%
Some college classes taken
towards a degree but not currently
enrolled 2%
Working towards a Masters or PhD
10%
Declined to Response
1%
Distribution of Educational Background
Descriptive Statistics Without Tech Comfort Controlled
Technology and Education (IV)
Generation (IV) Mean (DV)
Std. Deviation
Sample Size (N)
Electronic material and technology should be incorporated in to education.
Younger 5.30 .885 64
Older 5.26 1.371 39
Total 5.28* 1.088 103
Electronic material and technology should be incorporated into introductory chemistry education.
Younger 4.77 1.306 64
Older 5.03 1.442 39
Total 4.86* 1.358 103
Descriptive Statistics for Tech Comfort being Controlled
Technology and Education Generation Mean Std.
Deviation
Sample Size (N)
Electronic material and technology should be incorporated in to education.
Younger 5.29 .894 62
Older 5.26 1.371 39
Total 5.28 1.097 101
Electronic material and technology should be incorporated into introductory chemistry education.
Younger 4.76 1.314 62
Older 5.03 1.442 39
Total 4.86 1.364 101
Generation
Generation Mean Std. Error 95% Confidence Interval
Lower Bound Upper Bound
Younger 4.942* 0.097 4.75 5.135
Older 5.272* 0.122 5.028 5.515
*Statistically different, p=0.038
** Covariates appearing in the model are evaluated at the following values: To what degree do you agree with the following statement? I am comfortable with adapting to (or learning to use) new technology. = 5.42.
Sum of
Squares
Degress
of
Freedom
Mean
SquareF Significance
Between
Groups
3.429 1 3.429 3.263 0.074*
Within
Groups
113.489 108 1.051
Total 116.918 109
ANOVA - Working Towards or Completed Post Baccalaureate /Non Post
Baccalaureate Population and Tech Comfort
Dependent Variable: To what degree do you agree with the following
statement? I am comfortable with adapting to (or learning to use) new
technology.
* Approaching Significance
Results
4.50
5.00
5.50
Younger Older Total Younger Older Total
Electronic material andtechnology should be
incorporated intoeducation.
Electronic material andtechnology should be
incorporated intointroductory chemistry
education.
Me
ans
Technology and Education without Tech Comfort Controlled
* *
0.00 1.00 2.00 3.00 4.00 5.00 6.00
Examples worked out with explanations
Different methods of problem solving
Navigable lecture notes
Practice problems
Interactive office hours
Interactive activities
Video
PowerPoints
Instant chats/video with professor
Educational apps
Instant chats/video with classmates
Educational games
Podcasts
Electronic group work
Average Data for Different Features of an Online Learning Environment
Everyone Have Not Taken Chemistry Have Taken Chemistry
Strongly Disagree
Strongly Agree