scholarly journals Improving learning outcomes from the undergraduate chemistry laboratory

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
John Georg Seland ◽  
Inger Johanne Fjellanger ◽  
Kristine Spildo
Keyword(s):  
Critical Thinking ◽  
Peer Review ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Chemistry Laboratory ◽  
Self Assessment ◽  
Undergraduate Chemistry ◽  
Laboratory Courses ◽  
The University

The paper describes how to improve and evaluate learning outcomes in writing and critical thinking in the laboratory courses in the Bachelor program in Chemistry at the University of Bergen.  The suggested changes are based on research that show that these learning outcomes are improved when the students are involved in self-assessment, where they perform peer-review and are encouraged to reflect on their own learning experience. This process needs to be accompanied with systematic and frequent feedback.  It is also crucial to establish formal collegial groups where one can maintain systematic discussion regarding teaching in the laboratory courses. Suggested changes, and how they can be evaluated, are described in detail for two of the five mandatory laboratory courses in the program.

How the Principles of Green Chemistry Changed the Way Organic Chemistry Labs Are Taught at the University of Detroit Mercy

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Matthew J. Mio
Keyword(s):  
Organic Chemistry ◽  
Green Chemistry ◽  
Learning Outcomes ◽  
Chemistry Laboratory ◽  
Atom Economy ◽  
Laboratory Courses ◽  
Instructional Changes ◽  
Organic Chemistry Laboratory ◽  
The University ◽  
The Way

Abstract Many logistic and instructional changes followed the incorporation of the 12 principles of green chemistry into organic chemistry laboratory courses at the University of Detroit Mercy. Over the last decade, institutional limitations have been turned into green chemical strengths in many areas, including integration of atom economy metrics into learning outcomes, replacing overly toxic equipment and reagents, and modifying matters of reaction scale and type.

scholarly journals Industry-Practice-Based Engineering Hydrology Education at USQ, Australia

2019 ◽  
Vol 9 (3) ◽  
pp. 213
Author(s):  
Rezaul Chowdhury
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Professional Practice ◽  
Assessment Tools ◽  
Discussion Forums ◽  
Self Assessment ◽  
Industry Practice ◽  
The University ◽  
Engineering Hydrology

Engineering education must embrace several challenges, such as increased numbers of work-based students, increased demand for online education, mismatches in employability skills and industry requirements, and lack of student engagement. The hydrology course at the University of Southern Queensland attracts more than 100 students every year, where more than 70% of students are off-campus and most of them are work-based. This study explored how an online hydrology course can embrace industry practice and engage students in order to achieve learning outcomes. Industrial careers in hydrology involve extensive use of hydroclimatological data and modeling applications. The course modules, learning objectives and outcomes, and assessment tools have been designed to align with industry practices. Active participation of students was observed in self-assessment quizzes and discussion forums. The course was rated very well in achieving learning outcomes and in overall student satisfaction. Students appreciated the well-structured real-world and professional practice in the course.

scholarly journals PEMBELAJARAN BERBASIS EDMODO PADA MAHASISWA PENDIDIKAN MATEMATIKA UNIVERSITAS BALIKPAPAN

2019 ◽  
Vol 8 (2) ◽  
pp. 298 ◽  
Author(s):  
Ryan Angga Pratama ◽  
Nur Ismiyati
Keyword(s):  
Number Theory ◽  
Mathematics Education ◽  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Student Learning Outcomes ◽  
Education Students ◽  
New Learning ◽  
The University

Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pembelajaran berbasis Edmodo pada mahasiswa Pendidikan Matematika Universitas Balikpapan. Subjek dalam penelitian ini adalah 12 mahasiswa Pendidikan Matematika Universitas Balikpapan yang sedang menempuh perkuliahan Teori Bilangan. Teknik pengumpulan data dilakukan dengan observasi (pengamatan terhadap aktivitas chat di dalam Edmodo), dokumentasi, serta tes hasil belajar. Adapun hasilnya didapatkan bahwa pelaksanaan pembelajaran berbasis Edmodo berjalan dengan baik. Hal ini dapat dilihat dari capaian hasil belajar mahasiswa yang menunjukkan secara rata-rata dari 12 mahasiswa memperoleh skor atau ketercapaian 82,53. Selain itu, mahasiswa juga merasa memperoleh pengalaman belajar yang baru melalui Edmodo, dapat lebih berekspresi, suasana belajar (chat) sangat santai, serta dapat diakses dimana saja jika mahasiswa lupa materi yang telah dipelajarinya. Hal ini dikarenakan materi yang disajikan telah diunggah di Edmodo maupun kanal Youtube. AbstractThis study aims to describe the implementation of Edmodo-based learning in Mathematics Education students at the University of Balikpapan. The subjects in this study were 12 University of Balikpapan Mathematics Education students who were taking lectures on Number Theory. Data collection techniques are done by observation (observation of chat activities in Edmodo), documentation, and learning achievement tests. The results were obtained that the implementation of Edmodo-based learning went well. This can be seen from the achievements of student learning outcomes which show an average of 12 students get a score or achievement of 82,53. In addition, students also feel they have gained a new learning experience through Edmodo, can be more expressive, the atmosphere of learning (chat) is very relaxed, and can be accessed anywhere if students forget the material they have learned. This is because the material presented has been uploaded on Edmodo and the Youtube channel.

scholarly journals What Skills are Involved in Open Virtual Mobility? A Students’ Perspective from Italy and Spain

2021 ◽  
pp. 449-458
Author(s):  
Gemma Tur ◽  
Antonella Poce ◽  
Maria Rosaria ◽  
Sofia Villatoro
Keyword(s):  
Information And Communication Technologies ◽  
Learning Experience ◽  
Collaborative Work ◽  
Communication Technologies ◽  
Balearic Islands ◽  
Teacher Education Programs ◽  
Self Assessment ◽  
Virtual Mobility ◽  
Information And Communication ◽  
The University

Virtual Mobility can enhance curriculum development in Higher Education by promoting international co-design and collaborative work among students and lecturers through the use of Information and Communication Technologies (ICT). During the spread of COVID-19 pandemic, virtual forms of students’ mobility increased considerably, allowing learners to continue or start VM experience even if boarders and campuses around the world were closed. The recent outbreak in interest and activity related to VM requires educational researchers to study this learning practice in depth in order to provide data and effective indications in terms of skills promotion. During the academic year 2020-2021, a team of lecturers of Teacher Education programs from the Roma Tre University (Rome, Italy) and the University of the Balearic Islands (Balearic Islands, Spain) agreed to work in open digital environment, organising specific VM activities for 38 university students. Specifically, students were asked to meet online, design and collaboratively create, in groups from the two countries, Open Digital Resources (OERs) to be used in international online contexts with their future pupils. This paper presents the design of the learning experience together with self-assessment results of the professional and transverse competences promoted. Conclusions also reflect on the new improvements to be done for new editions of the activity.

Learning environment in the undergraduate chemistry laboratory courses in Beirut

2018 ◽  
Vol 8 (1) ◽  
pp. 08-20
Author(s):  
Hanan Arnous ◽  
Zalpha Ayoubi
Keyword(s):  
Learning Environment ◽  
Undergraduate Students ◽  
Significant Proportion ◽  
Private University ◽  
Chemistry Laboratory ◽  
Laboratory Environment ◽  
Undergraduate Chemistry ◽  
Laboratory Courses ◽  
Chemistry Learning ◽  
Material Environment

The undergraduate chemistry laboratory is an ideal place for meaningful learning to occur, and the laboratory work is considered as an integral part of most chemistry courses; however, a significant proportion of laboratory experiments remain highly prescriptive and fail to challenge undergraduate students. This study investigated the chemistry laboratory environment among 170 undergraduate students at a private university in Beirut, Lebanon. Data were collected using the Chemistry Laboratory Environment Inventory with its both versions: Actual Chemistry Laboratory Environment Inventory and Preferred Chemistry Laboratory Environment Inventory. The findings of this study showed that the students prefer a chemistry learning environment with greater levels of integration and material environment, but less level of open-endedness. Suggestions for improving chemistry laboratory learning environments are provided. Keywords: Chemistry, laboratory, undergraduate courses, learning environment.  

RESEARCH ON THE CRITICAL THINKING COMPETENCE OF UNDERGRADUATE CHEMISTRY STUDENTS AT THE UNIVERSITY OF BARCELONA

2017 ◽  
Author(s):  
Ernesto Nicolás ◽  
Montserrat Corbella ◽  
Inmaculada Angurell ◽  
Raimundo Gargallo ◽  
Maria Sarret ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Chemistry Students ◽  
Undergraduate Chemistry ◽  
The University

scholarly journals From cook to chef: Facilitating the transition from recipe-driven to open-ended research-based undergraduate chemistry lab activities

2014 ◽  
pp. 26-31
Author(s):  
Anna Bertram ◽  
E. Stephen Davies ◽  
Ross Denton ◽  
M. Jonathan Fray ◽  
Kyle W. Galloway ◽  
...  
Keyword(s):  
Cognitive Skills ◽  
Learning Experience ◽  
Higher Order ◽  
Research Projects ◽  
Undergraduate Chemistry ◽  
The Third ◽  
Second Year ◽  
The University

This paper describes the development of mini-research projects in the third year practical chemistry course at the University of Nottingham for the MSci(Hons) Chemistry degree. The aim of these developments is to bridge the gap between ‘recipe-style’ experiments in the first and second year courses and research projects undertaken in the fourth year or in industry. There is much evidence that, having been given this opportunity to plan and design their own experiment, students exhibit higher-order cognitive skills, which can lead to a more valuable learning experience.

scholarly journals Can Report Templates Aid Student Learning in Undergraduate Chemistry Laboratory Classes?

2015 ◽  
Vol 12 (2) ◽  
pp. 20-32
Author(s):  
Clare Paton-Walsh ◽  
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Chemistry Laboratory ◽  
Laboratory Exercise ◽  
Undergraduate Chemistry ◽  
Key Concepts ◽  
Undergraduate Laboratory ◽  
Quantitative Results ◽  
Positive Effect ◽  
Assessment Questions

This paper describes a study aimed at assessing the ability of report templates to help students learn key concepts during undergraduate laboratory classes. The report templates were designed so that a set of assessment questions led the students through the logical steps required to perform the laboratory exercise and to calculate the required quantitative results. Additional questions probed the students’ understanding of the key concepts covered. The study assessed the efficacy of the report templates in achieving these goals over a 3 year period via the use of a questionnaire, laboratory marks and marks awarded for examination questions that tested one of the key learning outcomes. The report templates were found to save time for students and academics alike without any negative (or positive) effect on learning outcomes.

scholarly journals Achieving synergies through generic skills: A strength of online communities

2007 ◽  
Vol 23 (2) ◽  
Author(s):  
Barnard Clarkson ◽  
Chris Brook
Keyword(s):  
Problem Solving ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Online Community ◽  
Learning Experience ◽  
Community Characteristics ◽  
Top Down ◽  
Generic Skills ◽  
The University ◽  
The Impact

<blockquote>Educators are often torn between impositions of the institution in which they work and the imperatives of their individual courses or units and the impact this tension might have on student satisfaction with the learning experience. It is common to hear that students must graduate with multiple generic attributes or skills, yet these skills may not be within the gamut normally required in a specific undergraduate unit. This paper reports on an attempt to integrate both University sanctioned or top down generic skills and an instructor's organic or bottom up desirable skills in a multimedia unit at an Australian university, and the impact this has on student satisfaction. Specifically both asynchronous and synchronous tools were used to facilitate online community characteristics, in turn usable to foster the generic skills of collaboration, communication and problem solving. Results reveal synergies between the possibly divergent and potentially opposed goals of the university and the classroom. This paper demonstrates the ways that the conscious promotion of an online community to simultaneously assist achieving both the unit learning outcomes and prescribed generic skills, caused no evident conflict for student participants.</blockquote><p> </p>

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