1 / 36

Mobile Learning in O rganic Chemistry : Discussion of the Student's Role in the 21st Century Classroom

Mobile Learning in O rganic Chemistry : Discussion of the Student's Role in the 21st Century Classroom. American Chemical Society National Meeting 2012 - Philadephia.

gareth
Download Presentation

Mobile Learning in O rganic Chemistry : Discussion of the Student's Role in the 21st Century Classroom

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Mobile Learning in Organic Chemistry: Discussion of the Student's Role in the 21st Century Classroom American Chemical Society National Meeting 2012 - Philadephia Drs. Mai Yin Tsoi, David Pursell, Patrick Coppock, Sang Park, Richard Pennington, Joseph Sloop, Julia Paredes, Dave Gabrell School of Science and Technology

  2. Awards Excalibur Award - TAG Blackboard Catalyst Award for Innovative Use of Educational Technology

  3. One Grant  Two Studies Study A: Use of iTouch in Organic Chemistry Course Study B: Development of App in an Interdisciplinary Project Organic Class = client Hiring of ITEC Class for project Modeling real-world Software Development App helps Organic students learn Interviews / Surveys • E-Resources - public • Student Surveys • Student Interviews • Class Quizzes

  4. School of Science and Technology GGC Vision and Mission GGC Vision1 • learning takes place continuously in and beyond the classroom • innovative use of educational technology • integrated educational experience that develops the whole person • wellspring of educational innovation • dynamic learning community • faculty engagement in teaching and mentoring students • innovative approaches to education SST Mission2 . . . provides an innovative, engaging, outcomes-based learning experience for students in science courses . . . (charge from Dean Thomas G. Mundie) 1Georgia Gwinnett College Web page, http://www.ggc.usg.edu/about-ggc 2School of Science and Technology Mission, http://www.ggc.usg.edu/academics/school-of-science-and-technology

  5. Evolution of Organic Chemistry iTouch Project Cell Phone Flash Cards and Airliner Videos (2007-2009) iTouch Project (2010) Flash Card Improvement Airliner Video Reformatting Laboratory Technique Podcast Production iTouch Website Development TsoiChem App Development Mobile Enabled Learning (2011) Facebook  Online HW Learning App Practice Flashcards

  6. 1st Generation of Flashcards “Front” “Back” Ether example: School of Science and Technology

  7. Quantitative / Qualitative Results • Low n  low power statistically • Average attitude scores > 3.9 (Likert Scale) • Interview Data: positive opinions, high motivation to use resources

  8. iTouch Project – Fall 2010 • Internal GGC Grant = $5000 • Purchased 50 Apple iTouch devices • Distributed to 2 class sections • Voluntary Participation • Demographic Survey • Chemistry Attitude (CAEQ)1 and Tech Attitude Surveys • Quiz scores • Interviews of selected students 1. Dalgety, J. et al. (2003) Development of Chemistry Attitudes and Experiences Questionnaire. Journal of Research in Science Teaching, 40, 7, p 649-668.

  9. Tutorial Podcasts

  10. Laboratory Technique Videos • Students watch videos outside of lab class • Expectation: learn theory and techniques • iTouch/mobile devices enabled in-lab, real time viewing • non-iTouch students used laptops

  11. Hydrohalogenation Reaction Flashcards

  12. CONNECT Online Homework

  13. LearnSmart Mobile App

  14. Facebook Page

  15. Drawing Flashcards-Flashcards Deluxe App

  16. TsoiChem App – Learning FG PRACTICE IT NAME IT FIND IT

  17. TsoiChem II App - Mechanisms

  18. Quantitative Results AY 2010-11—Quiz Scores • No significant difference in quiz scores • By gender • By age • By ethnicity • Possible Issues: • Teacher Effects • Limited content resources • Quizzes not directly linked to iTouch resources School of Science and Technology

  19. Quantitative Results AY 2010-11– Student Attitudes • Chemistry Attitude (CA)– measure of • self-efficacy in chemistry-related tasks • CA change – difference between CA at start and at midterm of semester • Technology Attitude (TA)—measure of self-efficacy in using technology School of Science and Technology

  20. Quantitative Results AY 2010-11– Chemistry Attitude (CA) • No gender differences in CA change • CA change at Start correlates negatively with CA change at Midterm (p < 0.004) • The higher CA at start, the less change at midterm • As Age increases, CA change decreases significantly (p = 0.068) School of Science and Technology

  21. Quantitative Results AY 2010-11– Chemistry Attitude & Cell Usage • As Cell Usage increases, CA change increases significantly (p =0.029) • In Non–iTouchsections, no correlation between Cell Usage and CA change (p = 0.624) • In iTouch section, correlation between Cell Usage and CA change significant • (p = 0.059) School of Science and Technology

  22. Quantitative Results AY 2010-11– Chemistry Attitude & Performance • iTouchstudents did better on Quiz 11.2 than non-itouch students (p = 0.001) • Quiz 11.2: iTouch students with higher CA did betterthan iTouch students who had lower CA • Quiz 11.2 – directly related to reaction flashcards • Higher CA midterm correlates with less usage for all chapters • Higher TA midterm correlates with more usage for all chapters School of Science and Technology

  23. Quantitative Results AY 2010-11–Conclusions • Strong CA = less change in CA = less usage • Strong TA = more usage • Older students = less change in CA • Assuming Cell usage = technology comfort: • High Cell Usage + iTouch = CA increase • High Cell Usage + no iTouch = no CA increase • iTouch + high CA = higher grade on flashcard dependent quiz • Maybe because of higher usage? Technology background and attitude, chemistry attitude, access to mobile, age, and grades: All are related!

  24. Summary – Cellphone Cards Users School of Science and Technology

  25. Summary – iTouch Users School of Science and Technology

  26. Trends in Interviews If technology supported learning/study style  USE If learning style was not enhanced by technology  NO USE iTouch added “study purpose” to use Prior technology experience NOT a factor School of Science and Technology

  27. Quantitative Results AY 2011-12—Chemistry Attitude • Males greater CA change (p=0.078) • The more times technology used for studying, the greater CA change (p=0.057)

  28. Quantitative Results AY 2011-12—Technology Attitude • Older students decreased in TA more than younger (p=0.008) • Higher TA = greater TA change (p=0.013) • Digital Divide • Those required Connect = greater TA increase (p=0.080, *confounding issue) • Females greater TA change (p=0.030)

  29. Correlation Between Chemistry Attitude Change and Cellphone Usage 90 p < 0.029 80 70 Chemistry Attitude Change 40 30 20 6 7 8 9 2 5 1 3 4 # of ways cellphone is used daily

  30. Effect on Chemistry Attitude Change By Age Group - FALL 2010 p < 0.068

  31. Chemistry Attitude Change: non-iTouchvsiTouchUsers - FALL 2010 p<0.03

  32. Effect on Technology Atittude Change By Age Group - FALL 2011 Older Students p<0.008

  33. Dependence of Chemistry Attitude Change on # of Technology Study Tools Used

  34. General Indications:What Impacts Mobile Learning? • Age • Gender • Technology Background • Technology Attitude • Chemistry Attitude • # of Tech Tools Used for Studying • Access to Mobile Device School of Science and Technology

  35. Future Directions • Expand study • investigate more factors • iPads / tablets • Technology rich classroom experience • Refocus Interviews • Examine ways in which resources are used

  36. Thank You! Mai Yin Tsoi, Ph.D mtsoi@ggc.edu (678) 524-7992

More Related