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Article: Designing for interaction, thinking and academic achievement in a Tanzanian undergraduate chemistry course
Title | Designing for interaction, thinking and academic achievement in a Tanzanian undergraduate chemistry course |
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Authors | |
Keywords | Asynchronous designs Constructivist pedagogy Higher order thinking Interactive learning |
Issue Date | 2017 |
Publisher | Springer New York LLC. The Journal's web site is located at http://www.springer.com/education/learning+&+instruction/journal/11423 |
Citation | Educational Technology Research and Development, 2017, v. 65 n. 5, p. 1389-1413 How to Cite? |
Abstract | Virtual learning environments are used in higher education around the world to promote student learning. However, in many countries it has not yielded the expected effect on student interaction and learning. The purpose of this study was to investigate whether the use of certain pedagogical approaches would promote student interaction, higher-order thinking and achievement. 102 undergraduate students taking an introductory chemistry course at a Tanzanian university participated in the study, and were randomly assigned to three groups. Each group first studied one topic using the control design (non-interactive learning, NIL) to establish a baseline. Then each group studied three further topics using different pedagogical approaches (NIL), discussion forums (medium interactive learning) and podcasts (highly interactive learning). Data included interviews, subject tests, and the content of online discussion forums. All qualitative data were coded, and repeated-measures ANOVA was used to analyze within design and between design effects; student interaction patterns were analyzed using social network analysis. Results show that social interaction, academic achievement and thinking improved progressively over the three topics (iterations) in each design. The changes in instructor pedagogical strategies and the actions of students to bring what they had learned from podcasts to the learning community contributed to the marked improvement. We conclude that effective use of discussion forums in higher education in Tanzania can produce important learning effects (interaction, thinking, and enhanced academic achievement) and is a low-bandwidth strategy, but coupling podcasts with discussion forums may be a powerful way to enhance the effects. |
Persistent Identifier | http://hdl.handle.net/10722/263270 |
ISSN | 2023 Impact Factor: 3.3 2023 SCImago Journal Rankings: 1.706 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Msonde, SE | - |
dc.contributor.author | van Aalst, JCW | - |
dc.date.accessioned | 2018-10-22T07:36:13Z | - |
dc.date.available | 2018-10-22T07:36:13Z | - |
dc.date.issued | 2017 | - |
dc.identifier.citation | Educational Technology Research and Development, 2017, v. 65 n. 5, p. 1389-1413 | - |
dc.identifier.issn | 1042-1629 | - |
dc.identifier.uri | http://hdl.handle.net/10722/263270 | - |
dc.description.abstract | Virtual learning environments are used in higher education around the world to promote student learning. However, in many countries it has not yielded the expected effect on student interaction and learning. The purpose of this study was to investigate whether the use of certain pedagogical approaches would promote student interaction, higher-order thinking and achievement. 102 undergraduate students taking an introductory chemistry course at a Tanzanian university participated in the study, and were randomly assigned to three groups. Each group first studied one topic using the control design (non-interactive learning, NIL) to establish a baseline. Then each group studied three further topics using different pedagogical approaches (NIL), discussion forums (medium interactive learning) and podcasts (highly interactive learning). Data included interviews, subject tests, and the content of online discussion forums. All qualitative data were coded, and repeated-measures ANOVA was used to analyze within design and between design effects; student interaction patterns were analyzed using social network analysis. Results show that social interaction, academic achievement and thinking improved progressively over the three topics (iterations) in each design. The changes in instructor pedagogical strategies and the actions of students to bring what they had learned from podcasts to the learning community contributed to the marked improvement. We conclude that effective use of discussion forums in higher education in Tanzania can produce important learning effects (interaction, thinking, and enhanced academic achievement) and is a low-bandwidth strategy, but coupling podcasts with discussion forums may be a powerful way to enhance the effects. | - |
dc.language | eng | - |
dc.publisher | Springer New York LLC. The Journal's web site is located at http://www.springer.com/education/learning+&+instruction/journal/11423 | - |
dc.relation.ispartof | Educational Technology Research and Development | - |
dc.rights | The final publication is available at Springer via http://dx.doi.org/[insert DOI] | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | Asynchronous designs | - |
dc.subject | Constructivist pedagogy | - |
dc.subject | Higher order thinking | - |
dc.subject | Interactive learning | - |
dc.title | Designing for interaction, thinking and academic achievement in a Tanzanian undergraduate chemistry course | - |
dc.type | Article | - |
dc.identifier.email | van Aalst, JCW: vanaalst@hku.hk | - |
dc.identifier.authority | van Aalst, JCW=rp00965 | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.1007/s11423-017-9531-4 | - |
dc.identifier.scopus | eid_2-s2.0-85023761991 | - |
dc.identifier.hkuros | 293698 | - |
dc.identifier.volume | 65 | - |
dc.identifier.issue | 5 | - |
dc.identifier.spage | 1389 | - |
dc.identifier.epage | 1413 | - |
dc.identifier.isi | WOS:000411864800013 | - |
dc.publisher.place | United States | - |
dc.identifier.issnl | 1042-1629 | - |