Daniela Torres, Surya Pulukuri, Binyomin Abrams.Journal of Chemical Education 2023, Article ASAP. Flipped Online Active Learning Environment for Large General Chemistry Courses. Cognitively Loaded: An Investigation of Educational Chemistry YouTube Videos’ Adherence to Mayer’s Multimedia Principles. Ebert, Rachel Creeden, Grace Karlock, Morgan Loveday, Evan Blake, Justin M. These results indicate that question-embedded videos enforce more productive feedback-driven problem-solving behaviors than textbook readings, which leads to substantial gains in performance and metacognitive monitoring, better preparing students for in-class instruction. We found that students who used question-embedded videos for their preparation had significantly higher learning gains and metacognitive monitoring proficiencies than students who used textbook readings. Here, we present the results of a randomized control trial study that compares learning behaviors and outcomes between students using content-equivalent resources: organic chemistry textbook readings or question-embedded videos. When using question-embedded videos, students must pause the video and solve problems as they watch the video, transforming their passive video watching into an active learning experience. Most often, out-of-class preparation consists of videos or assigned textbook readings, but question-embedded videos have also been shown to be effective. While a large amount of research has addressed the need to improve active learning during lectures, little work has examined the need to improve out-of-class preparation. Such pre-lecture assignments are particularly important in flipped classrooms, where a portion of the content is delivered primarily before face-to-face instruction. When students effectively engage with textbooks or videos prior to class, more active and collaborative learning activities can be incorporated into subsequent face-to-face learning.
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