Overcoming the Challenges of Remote Instruction: Using Mobile Technology to Promote Active Learning
暂无分享,去创建一个
Brian A. Provencher | Jimmy Franco | Anthony L. Fernandez | Brandi L. Baldock | Mark R. McCoy | Jimmy Franco | B. Provencher | A. Fernandez
[1] B. Rempel,et al. Community Matters: Student–Instructor Relationships Foster Student Motivation and Engagement in an Emergency Remote Teaching Environment , 2020, Journal of Chemical Education.
[2] K. Tanner. Promoting student metacognition. , 2012 .
[3] Aaron W. Amick,et al. An Almost Paperless Organic Chemistry Course with the Use of iPads , 2014 .
[4] Jayashree S. Ranga. Multipurpose Use of Explain Everything iPad App for Teaching Chemistry Courses , 2018 .
[5] You’ve Got Mail (and Homework): Simple Strategies for Promoting Student Engagement with Prelecture Videos , 2019, Journal of Chemical Education.
[6] Di Xu,et al. How do online course design features influence student performance? , 2016, Comput. Educ..
[7] Sarah Dimick Gray. Embedded Video Questions as a Low-Stakes Assignment During the Remote Learning Transition , 2020 .
[8] Kathy Booth,et al. Effects and implications of mini-lectures on learning in first-semester general chemistry , 2008 .
[9] H. Simon,et al. Perception in chess , 1973 .
[10] Wang-Kin Chiu. Implications for the Use of PowerPoint, Classroom Response Systems, Teams, and Whiteboard to Enhance Online Teaching of Chemistry Subjects in Community College , 2020 .
[11] Hal Van Ryswyk,et al. Emergency Remote Instruction during the COVID-19 Pandemic Reshapes Collaborative Learning in General Chemistry , 2020 .
[12] Jie Huang. Successes and Challenges: Online Teaching and Learning of Chemistry in Higher Education in China in the Time of COVID-19 , 2020, Journal of Chemical Education.
[13] Sarah L. Eddy,et al. Caution, Student Experience May Vary: Social Identities Impact a Student’s Experience in Peer Discussions , 2015, CBE life sciences education.
[14] Jonathan C. Rienstra-Kiracofe,et al. The Next Generation Digital Learning Environment for Chemistry , 2019, Technology Integration in Chemistry Education and Research (TICER).
[15] Allegra L. Liberman-Martin,et al. Midsemester Transition to Remote Instruction in a Flipped College-Level Organic Chemistry Course , 2020 .
[16] Mary Pat Wenderoth,et al. Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms , 2014, CBE life sciences education.
[17] S. Urban. Pen-Enabled, Real-Time Student Engagement for Teaching in STEM Subjects , 2017 .
[18] M. Spérandio,et al. Attempts, Successes, and Failures of Distance Learning in the Time of COVID-19 , 2020, Journal of Chemical Education.
[19] J. Morris,et al. Adapting to the COVID-19 Online Transition: Reflections in a General Chemistry Sequence Taught by Multiple Instructors with Diverse Pedagogies , 2020 .
[20] Joseph D. Novak,et al. Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners , 2002 .
[21] Michael Lewis,et al. Engaging Organic Chemistry Students Using ChemDraw for iPad. , 2015 .
[22] Myung Won Lee. Online Teaching of Chemistry during the Period of COVID-19: Experience at a National University in Korea , 2020 .
[23] Stacey Lowery Bretz. Novak's Theory of Education: Human Constructivism and Meaningful Learning , 2001 .
[24] S. Bianchi,et al. Taking on the Second Shift: Time Allocations and Time Pressures of U.S. Parents with Preschoolers , 2009 .
[25] Vicente A Talanquer,et al. The role of intuitive heuristics in students' thinking: Ranking chemical substances , 2010 .
[26] E. Jansen,et al. ‘It’s almost a mindset that teachers need to change’: first‐year students’ need to be inducted into time management , 2010 .
[27] Omar Villanueva,et al. Transitioning an Upper-Level, Integrated Laboratory Course to Remote and Online Instruction During the COVID-19 Pandemic , 2020 .
[28] Lee J. Silverberg,et al. Use of Doceri Software for iPad in Online Delivery of Chemistry Content , 2014 .
[29] Claire R. Williams,et al. Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math , 2020, Proceedings of the National Academy of Sciences.
[30] Julia P. Sarju. Rapid Adaptation of a Traditional Introductory Lecture Course on Catalysis into Content for Remote Delivery Online in Response to Global Pandemic , 2020 .
[31] Anthony L. Fernandez. Using iPads and Apple Pencils to Enhance the Student Learning Experience in Inorganic Chemistry , 2020 .
[32] K. A. Burke,et al. How the COVID-19 Pandemic Changed Chemistry Instruction at a Large Public University in the Midwest: Challenges Met, (Some) Obstacles Overcome, and Lessons Learned , 2020 .
[33] Roshini Ramachandran,et al. Student Perspectives on Remote Learning in a Large Organic Chemistry Lecture Course , 2020 .
[34] Chad E. Forbes,et al. An integrated process model of stereotype threat effects on performance. , 2008, Psychological review.
[35] D. Blauch,et al. #DavidsonTrue: Transitioning to Remote Teaching while Maintaining Our Values as a Liberal Arts College during the COVID-19 Pandemic , 2020 .
[36] Jayashree S. Ranga. Online Engagement of Commuter Students in a General Chemistry Course During COVID-19 , 2020 .
[37] Jan L. Plass,et al. Design factors for educationally effective animations and simulations , 2009, J. Comput. High. Educ..
[38] David P. Durkin,et al. With Anchors Aweigh, Synchronous Instruction Preferred by Naval Academy Instructors in Small Undergraduate Chemistry Classes , 2020 .
[39] Anna M. Christianson. Using Socrative Online Polls for Active Learning in the Remote Classroom , 2020 .
[40] Scott Freeman,et al. Prescribed active learning increases performance in introductory biology , 2007, CBE life sciences education.
[41] Elli J. Theobald,et al. Reducing achievement gaps in undergraduate general chemistry could lift underrepresented students into a “hyperpersistent zone” , 2020, Science Advances.
[42] L. J. Silverberg. Use of Doceri Software for iPad in Polycom and Resident Instruction Chemistry Classes , 2013 .
[43] Re-flipping in the Remote Classroom: The Surprising Uptake of Video-Recorded Worked Examples , 2020 .
[44] Carmen Sandi,et al. Stress and cognition. , 2013, Wiley interdisciplinary reviews. Cognitive science.
[45] Robert E. Slavin,et al. Cooperative learning and academic achievement: why does groupwork work? , 2014 .
[46] Brian A. Provencher,et al. Using a Multitouch Book to Enhance the Student Experience in Organic Chemistry , 2019 .
[47] M. Crimmins,et al. High Structure Active Learning Pedagogy for the Teaching of Organic Chemistry: Assessing the Impact on Academic Outcomes , 2017 .
[48] Shawn Y. Stevens,et al. Developing a Hypothetical Multi-Dimensional Learning Progression for the Nature of Matter. , 2009 .
[49] K. Shea,et al. First-Semester Organic Chemistry during COVID-19: Prioritizing Group Work, Flexibility, and Student Engagement , 2020, Journal of Chemical Education.
[50] John A. Milligan. What Is the Value of Synchronous Engagement in Small Remote Organic Chemistry Classes? Analysis of Multiple-Choice Polling Data from the COVID-Impacted Spring Semester of 2020 , 2020 .
[51] Rachel L. Rupnow,et al. A Perturbed System: How Tenured Faculty Responded to the COVID-19 Shift to Remote Instruction , 2020 .
[52] Jason P. Jones,et al. Instructional Utility and Learning Efficacy of Common Active Learning Strategies , 2017 .
[53] Elsa C. Y. Yan,et al. Impact of the Emergency Transition to Remote Teaching on Student Engagement in a Non-STEM Undergraduate Chemistry Course in the Time of COVID-19 , 2020 .
[54] Fun Man Fung,et al. How Chemists Achieve Active Learning Online During the COVID-19 Pandemic: Using the Community of Inquiry (CoI) Framework to Support Remote Teaching , 2020, Journal of Chemical Education.
[55] Robert Heckman,et al. Using Structured Pair Activities in a Distributed Online Breakout Room , 2020, Online Learning.
[56] Thomas J. Wenzel,et al. Collaborative Group Learning in Remotely Taught Analytical Chemistry Courses , 2020 .
[57] D. Callahan,et al. Exploring Engagement as a Predictor of Success in the Transition to Online Learning in First Year Chemistry , 2020 .
[58] David C. Haak,et al. Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology , 2011, Science.
[59] Michelle K. Smith,et al. Active learning increases student performance in science, engineering, and mathematics , 2014, Proceedings of the National Academy of Sciences.
[60] Stephanie Dingwall. Lessons Learned from Active Engagement in a Large-Enrollment Introductory Biochemistry Course during a Remote Quarter , 2020 .
[61] K. D. Kloepper,et al. Learning Postdisruption: Lessons from Students in a Fully Online Nonmajors Laboratory Course , 2020 .
[62] Jin Kim Montclare,et al. Development and Implementation of High School Chemistry Modules Using Touch-Screen Technologies , 2012 .
[63] Kathleen A. Jeffery,et al. Students’ Responses to Emergency Remote Online Teaching Reveal Critical Factors for All Teaching , 2020 .
[64] Maria T. Gallardo-Williams,et al. Effectiveness of Student-Generated Video as a Teaching Tool for an Instrumental Technique in the Organic Chemistry Laboratory , 2016 .
[65] Kassem M. Hallal,et al. A Quick Shift from Classroom to Google Classroom: SWOT Analysis , 2020 .
[66] D. Blizak,et al. Students’ Perceptions Regarding the Abrupt Transition to Online Learning During the COVID-19 Pandemic: Case of Faculty of Chemistry and Hydrocarbons at the University of Boumerdes—Algeria , 2020 .
[67] Riley J. Petillion,et al. Student Experiences of Emergency Remote Teaching: Impacts of Instructor Practice on Student Learning, Engagement, and Well-Being , 2020 .
[68] Mudit K. Singhal. Facilitating Virtual Medicinal Chemistry Active Learning Assignments Using Advanced Zoom Features during COVID-19 Campus Closure , 2020, Journal of Chemical Education.
[69] Holly N. Currie. Mindful Well-Being and Learning , 2020 .