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Mobile Learning in O rganic Chemistry : Discussion of the Student's Role in the 21st Century Classroom

Mobile Learning in O rganic Chemistry : Discussion of the Student's Role in the 21st Century Classroom. American Chemical Society National Meeting 2012 - Philadephia.

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Mobile Learning in O rganic Chemistry : Discussion of the Student's Role in the 21st Century Classroom

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  1. Mobile Learning in Organic Chemistry: Discussion of the Student's Role in the 21st Century Classroom American Chemical Society National Meeting 2012 - Philadephia Drs. Mai Yin Tsoi, David Pursell, Patrick Coppock, Sang Park, Richard Pennington, Joseph Sloop, Julia Paredes, Dave Gabrell School of Science and Technology

  2. Awards Excalibur Award - TAG Blackboard Catalyst Award for Innovative Use of Educational Technology

  3. One Grant  Two Studies Study A: Use of iTouch in Organic Chemistry Course Study B: Development of App in an Interdisciplinary Project Organic Class = client Hiring of ITEC Class for project Modeling real-world Software Development App helps Organic students learn Interviews / Surveys • E-Resources - public • Student Surveys • Student Interviews • Class Quizzes

  4. School of Science and Technology GGC Vision and Mission GGC Vision1 • learning takes place continuously in and beyond the classroom • innovative use of educational technology • integrated educational experience that develops the whole person • wellspring of educational innovation • dynamic learning community • faculty engagement in teaching and mentoring students • innovative approaches to education SST Mission2 . . . provides an innovative, engaging, outcomes-based learning experience for students in science courses . . . (charge from Dean Thomas G. Mundie) 1Georgia Gwinnett College Web page, http://www.ggc.usg.edu/about-ggc 2School of Science and Technology Mission, http://www.ggc.usg.edu/academics/school-of-science-and-technology

  5. Evolution of Organic Chemistry iTouch Project Cell Phone Flash Cards and Airliner Videos (2007-2009) iTouch Project (2010) Flash Card Improvement Airliner Video Reformatting Laboratory Technique Podcast Production iTouch Website Development TsoiChem App Development Mobile Enabled Learning (2011) Facebook  Online HW Learning App Practice Flashcards

  6. 1st Generation of Flashcards “Front” “Back” Ether example: School of Science and Technology

  7. Quantitative / Qualitative Results • Low n  low power statistically • Average attitude scores > 3.9 (Likert Scale) • Interview Data: positive opinions, high motivation to use resources

  8. iTouch Project – Fall 2010 • Internal GGC Grant = $5000 • Purchased 50 Apple iTouch devices • Distributed to 2 class sections • Voluntary Participation • Demographic Survey • Chemistry Attitude (CAEQ)1 and Tech Attitude Surveys • Quiz scores • Interviews of selected students 1. Dalgety, J. et al. (2003) Development of Chemistry Attitudes and Experiences Questionnaire. Journal of Research in Science Teaching, 40, 7, p 649-668.

  9. Tutorial Podcasts

  10. Laboratory Technique Videos • Students watch videos outside of lab class • Expectation: learn theory and techniques • iTouch/mobile devices enabled in-lab, real time viewing • non-iTouch students used laptops

  11. Hydrohalogenation Reaction Flashcards

  12. CONNECT Online Homework

  13. LearnSmart Mobile App

  14. Facebook Page

  15. Drawing Flashcards-Flashcards Deluxe App

  16. TsoiChem App – Learning FG PRACTICE IT NAME IT FIND IT

  17. TsoiChem II App - Mechanisms

  18. Quantitative Results AY 2010-11—Quiz Scores • No significant difference in quiz scores • By gender • By age • By ethnicity • Possible Issues: • Teacher Effects • Limited content resources • Quizzes not directly linked to iTouch resources School of Science and Technology

  19. Quantitative Results AY 2010-11– Student Attitudes • Chemistry Attitude (CA)– measure of • self-efficacy in chemistry-related tasks • CA change – difference between CA at start and at midterm of semester • Technology Attitude (TA)—measure of self-efficacy in using technology School of Science and Technology

  20. Quantitative Results AY 2010-11– Chemistry Attitude (CA) • No gender differences in CA change • CA change at Start correlates negatively with CA change at Midterm (p < 0.004) • The higher CA at start, the less change at midterm • As Age increases, CA change decreases significantly (p = 0.068) School of Science and Technology

  21. Quantitative Results AY 2010-11– Chemistry Attitude & Cell Usage • As Cell Usage increases, CA change increases significantly (p =0.029) • In Non–iTouchsections, no correlation between Cell Usage and CA change (p = 0.624) • In iTouch section, correlation between Cell Usage and CA change significant • (p = 0.059) School of Science and Technology

  22. Quantitative Results AY 2010-11– Chemistry Attitude & Performance • iTouchstudents did better on Quiz 11.2 than non-itouch students (p = 0.001) • Quiz 11.2: iTouch students with higher CA did betterthan iTouch students who had lower CA • Quiz 11.2 – directly related to reaction flashcards • Higher CA midterm correlates with less usage for all chapters • Higher TA midterm correlates with more usage for all chapters School of Science and Technology

  23. Quantitative Results AY 2010-11–Conclusions • Strong CA = less change in CA = less usage • Strong TA = more usage • Older students = less change in CA • Assuming Cell usage = technology comfort: • High Cell Usage + iTouch = CA increase • High Cell Usage + no iTouch = no CA increase • iTouch + high CA = higher grade on flashcard dependent quiz • Maybe because of higher usage? Technology background and attitude, chemistry attitude, access to mobile, age, and grades: All are related!

  24. Summary – Cellphone Cards Users School of Science and Technology

  25. Summary – iTouch Users School of Science and Technology

  26. Trends in Interviews If technology supported learning/study style  USE If learning style was not enhanced by technology  NO USE iTouch added “study purpose” to use Prior technology experience NOT a factor School of Science and Technology

  27. Quantitative Results AY 2011-12—Chemistry Attitude • Males greater CA change (p=0.078) • The more times technology used for studying, the greater CA change (p=0.057)

  28. Quantitative Results AY 2011-12—Technology Attitude • Older students decreased in TA more than younger (p=0.008) • Higher TA = greater TA change (p=0.013) • Digital Divide • Those required Connect = greater TA increase (p=0.080, *confounding issue) • Females greater TA change (p=0.030)

  29. Correlation Between Chemistry Attitude Change and Cellphone Usage 90 p < 0.029 80 70 Chemistry Attitude Change 40 30 20 6 7 8 9 2 5 1 3 4 # of ways cellphone is used daily

  30. Effect on Chemistry Attitude Change By Age Group - FALL 2010 p < 0.068

  31. Chemistry Attitude Change: non-iTouchvsiTouchUsers - FALL 2010 p<0.03

  32. Effect on Technology Atittude Change By Age Group - FALL 2011 Older Students p<0.008

  33. Dependence of Chemistry Attitude Change on # of Technology Study Tools Used

  34. General Indications:What Impacts Mobile Learning? • Age • Gender • Technology Background • Technology Attitude • Chemistry Attitude • # of Tech Tools Used for Studying • Access to Mobile Device School of Science and Technology

  35. Future Directions • Expand study • investigate more factors • iPads / tablets • Technology rich classroom experience • Refocus Interviews • Examine ways in which resources are used

  36. Thank You! Mai Yin Tsoi, Ph.D mtsoi@ggc.edu (678) 524-7992

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