Developing Communication Confidence and Professional Identity in Chemistry through International Online Collaborative Learning

Autor/inn/en	Skagen, Darlene; McCollum, Brett; Morsch, Layne; Shokoples, Brandon
Titel	Developing Communication Confidence and Professional Identity in Chemistry through International Online Collaborative Learning
Quelle	In: Chemistry Education Research and Practice, 19 (2018) 2, S.567-582 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McCollum, Brett) ORCID (Morsch, Layne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c7rp00220c
Schlagwörter	Foreign Countries; Organic Chemistry; Science Instruction; Intervention; Cooperative Learning; Homework; Video Technology; Educational Technology; Technology Uses in Education; Communication Skills; Mixed Methods Research; Reflection; Questionnaires; Program Evaluation; College Science; College Students; International Programs; Semi Structured Interviews; Student Attitudes; Barriers; Blended Learning; Canada; United States + Suchen Sie Ihr Suchwort? Ausland; Organische Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kooperatives Lernen; Hausaufgabe; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kommunikationsstil; Fragebogen; Programme evaluation; Programmevaluation; Collegestudent; Schülerverhalten; Kanada; USA
Abstract	The use of online collaborative assignments (OCAs) between two flipped organic chemistry classrooms, one in Canada and the other in the United States, was examined for impact on learners. The intervention was designed to support content mastery, aid in increasing students' communication skills through chemistry drawing and verbalization, facilitate emergence of professional identity, and promote development of appreciation for chemistry as an international language. A mixed-methods approach consisting of interviews, student written reflections, and questionnaires was used to evaluate the impact of the OCAs. Students described their experience of the OCAs in terms of: chemistry communication confidence; engaged learning; chemistry learning; relationships; and professional identity. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01