Activating Students' Interest and Participation in Lectures and Practical Courses Using Their Electronic Devices

Autor/inn/en	Wijtmans, Maikel; van Rens, Lisette; van Muijlwijk-Koezen, Jacqueline E.
Titel	Activating Students' Interest and Participation in Lectures and Practical Courses Using Their Electronic Devices
Quelle	In: Journal of Chemical Education, 91 (2014) 11, S.1830-1837 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed500148r
Schlagwörter	Student Interests; Student Participation; Lecture Method; Handheld Devices; Technology Uses in Education; Tests; Chemistry; Teaching Methods; Educational Practices; Courseware; Task Analysis; Participant Satisfaction; Teacher Attitudes; Student Attitudes; Motivation Techniques; Visualization; Multiple Choice Tests; Problem Based Learning; Undergraduate Students; Electronic Learning; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Studieninteresse; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Examination; Prüfung; Examen; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lernsoftware; Aufgabenanalyse; Lehrerverhalten; Schülerverhalten; Motivationsförderung; Visualisation; Visualisierung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Problem-based learning; Problemorientiertes Lernen; Ausland; Niederlande
Abstract	Interactive teaching with larger groups of students can be a challenge, but the use of mobile electronic devices by students (smartphones, tablets, laptops) can be used to improve classroom interaction. We have examined several types of tasks that can be electronically enacted in classes and practical courses using these devices: multiple choice (MC) questions; open-ended questions; and 3D visualization of (bio)molecules and complexes. We have introduced these tasks dynamically in several educational contexts in our teaching programs. Specifically, attention is paid to applying devices in introductory quizzes at the start of a course, throughout lectures, and in practical courses. Each application has been found by us to offer significant merits in terms of connecting theory and practice, full formative assessment (including an improvement in interactions of introverted students), monitoring progress, engaging students early on in research, stimulating "3D" molecular feeling, and maintaining student attention. From the student perspective, evaluations revealed overall positive feedback on several key aspects of our approaches. In all, we believe that this mutually beneficial way of teaching can be of broader application, also in nonchemistry-related curricula. (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	2017/4/10