Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities

2021 ◽  
Author(s):  
Trisha Gupte ◽  
Field M. Watts ◽  
Jennifer A. Schmidt-McCormack ◽  
Ina Zaimi ◽  
Anne Ruggles Gere ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Learning Strategies ◽  
Learning Experience ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Writing To Learn ◽  
Chemistry Laboratory ◽  
Primary Data ◽  
Survey Analysis ◽  
Problem Solving Skills

Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.

Video episodes and action cameras in the undergraduate chemistry laboratory: eliciting student perceptions of meaningful learning

2016 ◽  
Vol 17 (1) ◽  
pp. 139-155 ◽  
Author(s):  
Kelli R. Galloway ◽  
Stacey Lowery Bretz
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Video Recording ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Affective Learning ◽  
The Self ◽  
Chemistry Laboratory ◽  
Undergraduate Chemistry ◽  
Affective Experiences

A series of quantitative studies investigated undergraduate students' perceptions of their cognitive and affective learning in the undergraduate chemistry laboratory. To explore these quantitative findings, a qualitative research protocol was developed to characterize student learning in the undergraduate chemistry laboratory. Students (N= 13) were observed and video recorded while performing one of their assigned laboratory experiments. Each student wore an action camera as well as a lapel microphone attached to a voice recorder to capture the experiment from the students' perspective. A tripod camera was also placed unobtrusively in the lab to record the student from a third person perspective. Students were interviewed within 48 hours of their video recording and asked to identify specific learning experiences in their laboratory experiment. The self-selected video episodes were shown to the students, and they were asked to describe what they were doing and why they were doing it. The students' descriptions were analyzed using Novak's theory of meaningful learning to characterize their cognitive and affective experiences. The self-identified learning experiences were dominated by descriptions of psychomotor learning with few students discussing cognitive experiences. The limited connections between cognitive and affective experiences revealed missed opportunities for meaningful learning.

scholarly journals Augmented Reality Model Framework for Maritime Education to Alleviate the Factors Affecting Learning Experience

2020 ◽  
Vol 10 (8) ◽  
pp. 603-607
Author(s):  
Rommel E. Balcita ◽  
◽  
Thelma D. Palaoag
Keyword(s):  
Augmented Reality ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Experience ◽  
Learning Experiences ◽  
The Philippines ◽  
Maritime Industry ◽  
Model Framework ◽  
Factors Affecting ◽  
Maritime Education

The maritime industry in the Philippines had several deficiencies that must be addressed seriously in order to maintain strong reputation in producing competitive seafarers worldwide. This affects student’s educational skills and knowledge before finishing their education and training. This research led in identifying several factors affecting learning experiences to be addressed by incorporating advance technologies to further enhance student’s learning experiences. The learning strategies used in this study are focused on using presentation, multimedia, simulator and hands-on. But these are not enough to satisfy students craving to learn due to some constraints during learning. In this study most of the factors identified are from literatures, monitoring reports, previous surveys and studies conducted in one of the maritime institution north of the Philippines. A descriptive research method was applied with the 32 marine engineering third year students as the respondents. Results extracted from questionnaires revealed important points that must be considered on the different learning strategies. The learning experiences of students on the different learning strategy used in the learning process exposed several learning factors to be regulated. The findings suggest that there is still an opportunity of improvement on student’s learning experiences by introduction emerging advance technology by developing an augmented reality model framework to enhance learning experiences.

Understanding Adult Pedagogy and Technology Use

2020 ◽  
Author(s):  
Mary Dereshiwsky
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Technology Use ◽  
Learning Experience ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Learning Theories ◽  
Negative Experiences ◽  
Past Experiences ◽  
Adult Pedagogy

Theories exist in number that concern how adults learn. Despite surface differences, these theories also contain common themes relevant to adult learning. They include self-direction, problem- or need-based motivation to learn, the ability to anchor past experiences to make meaning from current learning, and the skills to self-assess one’s learning experience. Given the prevalence of technology in virtually all areas of personal and professional life, a solid understanding of how to use technology effectively is essential for 21st-century adults. At the same time, these adults are often hampered by anxiety and past negative experiences related to technology use, especially in the learning process itself. How can instructors leverage the best practices of adult learning theory to create meaningful learning experiences for adult learners? In order to address this question, it is important to understand the unique characteristics of adult learners as a first step. Instructors should also self-reflect and consider how their own attitudes and experiences can shape how they use technology with adult learners. With learning theories in mind, designing meaningful learning experiences with technology for adult learners can optimize learning experiences.

scholarly journals FUNdamental Developments in the Undergraduate Organic Chemistry Laboratory

2020 ◽  
Author(s):  
Monika R. Snowdon
Keyword(s):  
Organic Chemistry ◽  
Organic Synthesis ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Chemistry Laboratory ◽  
The Past ◽  
Interesting Topic ◽  
Improved Learning ◽  
Organic Chemistry Laboratory

The undergraduate lab for organic chemistry varies from campus to campus. However, the consensus from students does less so. In general, organic chemistry is one of the most daunting courses for science undergraduate students, and the content presented in the corresponding laboratories of these courses can be equally difficult. There has been a shift towards modifying the content of the organic chemistry lab to make it an improved learning experience for the students, such that schools are graduating better chemists, as ultimately, the students are retaining the skills and information more efficiently. This study reviews some of the past decade's improvements towards modifying the organic chemistry undergraduate lab experience to make organic synthesis a more engaging and interesting topic for students.

scholarly journals Pengalaman Pembelajaran Informal Dalam Kalangan Sukarelawan Mycorps, Kuala Lumpur

2021 ◽  
Vol 13 (2-2) ◽  
Author(s):  
Ainaatul Afifah Md Saleh ◽  
Kassim Thukiman ◽  
Mohd Koharuddin Mohd Balwi ◽  
Muhammed Fauzi Othman ◽  
Mohd Azhar Abd Hamid
Keyword(s):  
Informal Learning ◽  
Learning Strategies ◽  
Learning Experience ◽  
Learning Experiences ◽  
Phenomenological Approach ◽  
Snowball Sampling ◽  
Structured Interviews ◽  
Contributing Factors ◽  
Team Members ◽  
The Impact

The study aimed to identify informal learning experiences among MYCORPS volunteers using qualitative methods through semi-structured interviews and using snowball sampling methods. The three objectives of the study were (i) to know the informal learning experiences experienced by the MYCORPS volunteers, (ii) to identify the factors that contributed to the informal learning experiences experienced by the MYCORPS volunteers and (iii) to know the impact of the informal learning experiences experienced by the MYCORPS volunteers. The data obtained were analyzed using thematic analysis method. The informal learning experience is divided into two, soft skills and real skills. The contributing factors to the informal learning experience are learning strategies, outsiders and team members which affects the knowledge, skills and attitudes of volunteers. The chosen phenomenological approach is to understand a phenomenon. The results show that informal learning is experienced through these factors and affects knowledge, skills and attitudes. The study implicates adult learning practitioners, theories used and also the volunteers.

scholarly journals Students’ Learning Experience with a Flipped Introductory Organic Chemistry Course: A Course Designed for Non-Chemistry Majors

2021 ◽  
Vol 47 (1) ◽  
Author(s):  
Horace Luong ◽  
Thomas Falkenberg ◽  
Mahdi Rahimian
Keyword(s):  
Organic Chemistry ◽  
Active Learning ◽  
Blended Learning ◽  
Group Work ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Learning Experiences ◽  
Classroom Design ◽  
Student Centered ◽  
Flipped Classrooms

The use of flipped classrooms has been gaining popularity across various disciplines as student-centered active learning pedagogy. In this study, an introductory organic chemistry course was delivered through flipped classroom methodologies, incorporating blended learning to deliver content and group work in the classroom.   The learning experiences of non-chemistry majors students enrolled in the course are discussed. The majority of the students adjusted to the pedagogy and felt autonomy in their learning. These students also believed that most of the flipped classroom design components were a good use of their time in learning organic chemistry.

scholarly journals Reflective Practices To Explore Postgraduate Students Learning Experience In Mobile Learning Platform

2020 ◽  
Vol 12 (3) ◽  
Author(s):  
Malini Thiagraj ◽  
Abdul Malek Abdul Karim
Keyword(s):  
Reflective Practice ◽  
Mobile Learning ◽  
Learning Process ◽  
Learning Experience ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Reflective Practices ◽  
Postgraduate Students ◽  
Course Content ◽  
Learning Platform

Mobile Learning (M-learning) has great potential to be an effective learning tool in creating meaningful learning experiences. The purpose of this study is to explore postgraduate students M-learning experiences in Massive Open Online Courses (MOOCs) platform. Reflective practice is used to measure the students M-learning experience based on mobile-based task-centered activity. This study is qualitative in nature employed thematic analysis method. Therefore, 34 postgraduate students from a public university in Malaysia were selected for this purposive sampling. The postgraduate students were initially introduced to M-learning course content in FutureLearn platform followed by reflective practices. Pre-reflective practice happened before students are enlisted into the M-learning process, During-reflective process in FutureLearn platform and Post-reflective upon completion of task-centered activity. The findings revealed that majority of these students were unsure of M-learning platform during the pre-reflective stage. This is due to lack of prior knowledge and experience in M-learning platform using mobile devices as real time hindered the students from exploring. However, most of them progress to gained positive M-learning experiences as their able to monitoring and self-evaluate their own learning development throughout this learning process and completed the task-centered activity successfully. Therefore, the reflective approach practice has given students insight on their meaningful learning experience and their own learning capabilities.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

Developing and Implementing a Specifications Grading System in an Organic Chemistry Laboratory Course

2020 ◽  
Author(s):  
William J. Howitz ◽  
Kate J. McKnelly ◽  
Renee Link
Keyword(s):  
Organic Chemistry ◽  
Chemistry Laboratory ◽  
Grading System ◽  
Traditional Grading ◽  
Final Grade ◽  
Laboratory Courses ◽  
Lower Division ◽  
Collaborative Learning Environment ◽  
Organic Chemistry Laboratory ◽  
Grade Uncertainty

<p>Large, multi-section laboratory courses are particularly challenging when managing grading with as many as 35 teaching assistants (TAs). Traditional grading systems using point-based rubrics lead to significant variations in how individual TAs grade, which necessitates the use of curving across laboratory sections. Final grade uncertainty perpetuates student anxieties and disincentivizes a collaborative learning environment, so we adopted an alternative grading system, called specifications grading. In this system each student knows exactly what level of proficiency they must demonstrate to earn their desired course grade. Higher grades require demonstrating mastery of skills and content at defined higher levels. Each students’ grade is solely dependent on the work they produce rather than the performance of other students. We piloted specifications grading in the smaller, third quarter course of the lower division organic chemistry laboratory series held during a summer term. Open-ended questions were chosen to gather student and TA perceptions of the new grading system. TAs felt that the new grading system reduced the weekly grading time because it was less ambiguous. Responses from students about the nature of the grading system were mixed. Their perceptions indicate that initial buy-in and multiple reminders about the bigger picture of the grading system will be essential to the success of this grading system on a larger scale.</p>

Sign in / Sign up

Export Citation Format

Share Document