How Students Use Whiteboards and Its Effects on Group Work

Autor/inn/en	Macrie-Shuck, Michael; Talanquer, Vicente
Titel	How Students Use Whiteboards and Its Effects on Group Work
Quelle	In: Journal of Chemical Education, 98 (2021) 12, S.3723-3730 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Macrie-Shuck, Michael) ORCID (Talanquer, Vicente)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00962
Schlagwörter	Visual Aids; Cooperative Learning; Learner Engagement; College Students; Chemistry; Science Education + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Kooperatives Lernen; Collegestudent; Chemie; Naturwissenschaftliche Bildung
Abstract	Various strategies have been promoted to increase student engagement in collaborative activities in chemistry courses, including the use of small portable whiteboards where students can represent and share ideas. In this paper, we summarize the results of a study designed to investigate how the use of small portable whiteboards during groupwork affects student engagement. In particular, we paid attention to how the use of whiteboards affected social processing, knowledge dynamics, and student contributions during in-class tasks in a college general chemistry class. Our findings reveal significant differences in student engagement during activities in which whiteboards are used compared to those in which these tools are not used. Although the use of whiteboards correlated with more instances of knowledge construction, overall effects are mixed, as the use of whiteboards more frequently led groups to split in pairs in the observed class. Our results suggest that the use of whiteboards should be carefully planned and managed by instructors to maximize benefits and reduce potential hindrances to collaborative work. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01