Blending Online Homework and Large Class Tutorials to Provide Learning Support for Introductory Organic Chemistry

Autor/inn/en	Pilcher, Lynne A.; Potgieter, Marietjie; Fletcher, Lizelle
Titel	Blending Online Homework and Large Class Tutorials to Provide Learning Support for Introductory Organic Chemistry
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 27 (2023) 1, S.1-13 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pilcher, Lynne A.) ORCID (Potgieter, Marietjie) ORCID (Fletcher, Lizelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2022.2155771
Schlagwörter	Educational Technology; Technology Uses in Education; Homework; Large Group Instruction; Organic Chemistry; Science Instruction; Program Effectiveness; Feedback (Response); Science Achievement; In Person Learning; Blended Learning; Foreign Countries; College Science; South Africa + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Organische Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The logistics and cost of running large class tutorials to improve learning for students in high enrolment courses raise questions about whether the associated effort and cost are worthwhile. The option to replace these class activities with online homework with its promise of built-in feedback is attractive. Using an activity theory lens and an experimental design, we compared the impact of class tutorials with online homework to support learning offered in face-to-face lectures on student performance. We found that there were no topics in the introductory organic chemistry syllabus in which students who had completed online homework instead of large class tutorials performed better. In contrast, for all topics except 'Curved arrows in mechanisms', the mean performance of students who had attended a large class tutorial was statistically significantly better than for those who completed online homework instead. This large quantitative study with a sample of 667 students demonstrated the advantage conferred by face-to-face tutorials with peer learning and personal feedback even in a large class setting with only three sessions per student. Our recommendation is that an online homework system in blended courses should not replace face-to-face tutorials for topics reliant on personalised instruction and feedback. We advocate for investing resources and effort to provide face-to-face problem-solving sessions in high-enrolment introductory organic chemistry courses to improve performance. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01