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Transcript of School of Science and Technology Drs. Mai Yin Tsoi, David Pursell, Patrick Coppock, Sang Park,...
School of Science and TechnologySchool of Science and Technology
Mobile Learning in Organic Chemistry: Discussion of the Student's Role in the 21st Century Classroom
Drs. Mai Yin Tsoi, David Pursell, Patrick Coppock, Sang Park, Richard Pennington, Joseph Sloop, Julia Paredes, Dave Gabrell
School of Science and Technology
American Chemical Society National Meeting 2012 -
Philadephia
School of Science and Technology
Awards
for Innovative Use of Educational Technology
• Excalibur Award - TAG
• Blackboard Catalyst Award
School of Science and Technology
One Grant Two StudiesStudy A: Use of iTouch in Organic Chemistry Course
E-Resources - publicStudent SurveysStudent InterviewsClass Quizzes
Study B: Development of App in an Interdisciplinary Project
Organic Class = clientHiring of ITEC Class for projectModeling real-world Software DevelopmentApp helps Organic students learnInterviews / Surveys
School of Science and Technology
GGC Vision and Mission
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
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
GGC Vision1GGC Vision1
. . . provides an innovative, engaging, outcomes-based learning experience for students in science courses . . . (charge from Dean Thomas G. Mundie)
SST Mission2SST Mission2
School of Science and Technology
School of Science and Technology
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)
Evolution of Organic Chemistry iTouch Project
Facebook Online HW Learning App Practice Flashcards
School of Science and Technology
“Front” “Back”
School of Science and Technology
Etherexample:
1st Generation of Flashcards
School of Science and Technology
Quantitative / Qualitative Results
Low n low power statisticallyAverage attitude scores > 3.9 (Likert Scale)Interview Data: positive opinions, high motivation to use resources
School of Science and Technology
iTouch Project – Fall 2010Internal GGC Grant = $5000Purchased 50 Apple iTouch devicesDistributed to 2 class sectionsVoluntary Participation
Demographic SurveyChemistry Attitude (CAEQ)1
and Tech Attitude SurveysQuiz scoresInterviews 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.
School of Science and Technology
Tutorial Podcasts
School of Science and Technology
• 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
Laboratory Technique Videos
School of Science and Technology
Hydrohalogenation
H-X
Reaction Flashcards
School of Science and Technology
CONNECT Online Homework
School of Science and Technology
LearnSmart Mobile App
School of Science and Technology
Facebook Page
School of Science and Technology
Drawing Flashcards-Flashcards Deluxe App
School of Science and Technology
TsoiChem App – Learning FG
PRACTICE IT NAME IT FIND IT
School of Science and Technology
TsoiChem II App - Mechanisms
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
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
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
Quantitative Results AY 2010-11– Chemistry Attitude & Cell Usage•As Cell Usage increases, CA change increases significantly (p =0.029)
•In Non–iTouch sections, 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
Quantitative Results AY 2010-11– Chemistry Attitude & Performance• iTouch students did better on Quiz 11.2 than non-
itouch students (p = 0.001) • Quiz 11.2: iTouch students with higher CA did
better than 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
School of Science and Technology
Quantitative Results AY 2010-11–Conclusions
Strong CA = less change in CA = less usageStrong TA = more usageOlder students = less change in CAAssuming Cell usage = technology comfort:
High Cell Usage + iTouch = CA increaseHigh 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!
School of Science and Technology
Summary – Cellphone Cards Users
School of Science and Technology
School of Science and Technology
Summary – iTouch Users
School of Science and Technology
Study Purpose
Interviewee Did/Did Not Use
General Comments
Necessity Phung DidLots of
personalization
Multi-Function,
mobile
Thorough Brenda Did, Some personalization
Uses all given resources
Efficient Matt Did, Lots of personalization
Saves time, minimize effort
USED OWN iPHONE
School of Science and Technology
Trends in InterviewsIf technology supported
learning/study style USEIf learning style was not enhanced by technology NO USEiTouch added “study purpose” to use• Prior technology experienceNOT a factor
School of Science and Technology
School of Science and Technology
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)
Quantitative Results AY 2011-12—Technology AttitudeOlder 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)
# of ways cellphone is used daily
Chemistry Attitude Change
p < 0.029
90
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70
40
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1 2 3 4 5 6 7 8 9
Correlation Between Chemistry Attitude Change and Cellphone Usage
0
10
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Older Stu-dents
Younger Stu-dentsp < 0.068
Effect on Chemistry Attitude Change By Age Group - FALL 2010
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120
Non-iTouch
iTouch
p<0.03
Chemistry Attitude Change: non-iTouch vs iTouch Users - FALL 2010
School of Science and Technology
0
20
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Younger Students
Older Students
p<0.008
Effect on Technology Atittude Change By Age Group - FALL 2011
School of Science and Technology
1 device 2 devices 3 devices 4 devices 5 devices0
10
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p<0.057
Dependence of Chemistry Attitude Change on # of Technology Study Tools Used
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
School of Science and Technology
Future Directions Expand study
investigate more factorsiPads / tabletsTechnology rich classroom experience
Refocus InterviewsExamine ways in which resources are used