Effectiveness of Podcasts Delivered on Mobile Devices as a Support for Student Learning During General Chemistry Laboratories
Effectiveness of Podcasts Delivered on Mobile Devices as a Support for Student Learning During General Chemistry Laboratories
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在移动设备上提供的播客作为学生在普通化学实验室学习的支持的有效性
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Diana Mason
中科院分区：
文献类型：
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作者：
C. B. Powell;Diana Mason
教学实验室的化学教师提供技术和认知过程的专家建模，并为注册学生提供帮助，这可能被描述为脚手架互动。这样的学生支持在以探究为基础的课程教授的实验室中尤其重要。在一个教学实验室与高师生比例，移动的设备可以提供一个平台，专家建模和脚手架在实验室会议。这项研究提供了在第一学期普通化学实验室环境中根据需要提供播客的有效性收集的数据。播客与音频和视频轨道涵盖基本的实验室技术和中心概念，有助于实验设计或数据处理的准备，并提供给学生在需要的基础上访问的iPhone ®或iPod touch ®。研究集中在三个方面：播客的使用程度，教师和学生实验室团队之间的互动的数量和类型，以及学生在分级作业中的表现。数据分析表明，播客处理实验室团队平均访问播客2.86次，在实验室期间，在每周的播客可用。演讲治疗实验室团队和播客治疗实验室团队的交互数据的比较显示，脚手架与教师的互动在统计学上显着较少的团队，播客访问，而不是实验室前的讲座。结果的含义是，与实验室前的讲座形式相比，以点播播客形式呈现时，学生实验室团队能够更有效地收集实验室信息。最后，对学生在分级作业上的表现数据的统计分析表明，作为队列比较时，治疗组的结果指标之间没有显着差异。唯一具有统计学意义的差异是在同时进行的普通化学讲座课程中表现出高水平课堂参与的学生之间;对于这个子组，播客治疗组的学生获得的课程平均值在统计学上显著高于讲座治疗组。
Chemistry instructors in teaching laboratories provide expert modeling of techniques and cognitive processes and provide assistance to enrolled students that may be described as scaffolding interaction. Such student support is particularly essential in laboratories taught with an inquiry-based curriculum. In a teaching laboratory with a high instructor-to-student ratio, mobile devices can provide a platform for expert modeling and scaffolding during the laboratory sessions. This research study provides data collected on the effectiveness of podcasts delivered as needed in a first-semester general chemistry laboratory setting. Podcasts with audio and visual tracks covering essential laboratory techniques and central concepts that aid in experimental design or data processing were prepared and made available for students to access on an as-needed basis on iPhones® or iPod touches®. Research focused in three areas: the extent of podcast usage, the numbers and types of interactions between instructors and student laboratory teams, and student performance on graded assignments. Data analysis indicates that on average the podcast treatment laboratory teams accessed a podcast 2.86 times during the laboratory period during each week that podcasts were available. Comparison of interaction data for the lecture treatment laboratory teams and podcast treatment laboratory teams reveals that scaffolding interactions with instructors were statistically significantly fewer for teams that had podcast access rather than a pre-laboratory lecture. The implication of the results is that student laboratory teams were able to gather laboratory information more effectively when it was presented in an on-demand podcast format than in a pre-laboratory lecture format. Finally, statistical analysis of data on student performance on graded assignments indicates no significant differences between outcome measures for the treatment groups when compared as cohorts. The only statistically significant difference is between students who demonstrated a high level of class participation in the concurrent general chemistry lecture course; for this sub-group the students in the podcast treatment group earned a course average that was statistically significantly higher than those in the lecture treatment group.