A Wiki-Based Group Project in an Inorganic Chemistry Foundation Course

Kristian, Kathleen E.

doi:10.1021/acs.jchemed.5b00507

Cited by 5 publications

(3 citation statements)

References 22 publications

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“…Given the efficacious implementation of wikis to develop collaborative communities and deliver online group projects, , the Group Exercises was facilitated online in June 2020 with 161 second-year undergraduate students during the COVID-19 pandemic. The introductory lecture on the first Monday was recorded online and was provided to all students asynchronously via the VLE.…”

Section: The Group Exercises During Covid-19mentioning

confidence: 99%

Online Group Work with a Large Cohort: Challenges and New Benefits

Hurst

2020

J. Chem. Educ.

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The Group Exercises is a distinctive collaborative group working activity completed by approximately 170 second-year undergraduate chemistry students each year in June. The activity comprises students working in randomly allocated teams of 4–6 members to complete a structured learning package to solve chemistry problems with industrial relevance and to communicate their solutions via a presentation (and executive summary with team meeting minutes), which are formatively and summatively assessed via stage 1 and stage 2 tasks accordingly. Through this, students are able to develop their personal skills in a chemistry context. For the first time in more than 20 years of running the activity, due to COVID-19, the Group Exercises was facilitated online. How this team-based exercise for a large cohort was delivered is outlined together with lessons for future iterations pertaining to building an online community among teams and transitioning from multifaceted asynchronous and synchronous presentation assessments to a fully synchronous equivalent. An unanticipated benefit from online delivery was the potential to enhance the digital literacy and time management skills of students by having to communicate and complete the assessment virtually, and in some cases, in different time zones. Through this, such virtual collaborative working may more closely mimic how diverse teams work together within and between professional organizations and hence may serve as a useful experience to prepare students for modern teamwork after graduation.

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Section: The Group Exercises During Covid-19mentioning

confidence: 99%

Online Group Work with a Large Cohort: Challenges and New Benefits

Hurst

2020

J. Chem. Educ.

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“…There has been a wealth of development and integration of technology and e-pedagogy into chemistry education, including advances such as increasing engagement using videos, , augmented reality, animations, online tutorials, prelecture resources, student response systems − which can identify misconceptions, interactive e-textbooks, virtual peer learning platforms, and use of collaborative Wikis. − This prior work is especially valuable in identifying potential pitfalls to avoid and providing effective e-learning tools which inform the rapid transition to remote working and studying.…”

Section: Introductionmentioning

confidence: 99%

Rapid Adaptation of a Traditional Introductory Lecture Course on Catalysis into Content for Remote Delivery Online in Response to Global Pandemic

Sarju

2020

J. Chem. Educ.

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The social distancing measures introduced to prevent the spread of COVID-19 have led to the rapid redesign of chemistry instruction in higher education from face-to-face to online delivery. The design, implementation, and evaluation of a redeveloped undergraduate level course on catalysis which was delivered to 188 students (including 22 natural science students) is described. A blended multimedia learning approach was taken, informed by equality, diversity and inclusion, and cognitive load theories. Information was chunked and delivered online through short videos, supported by a written course handout, banks of multiple-choice questions, and small group tutorials. Usage statistics, autobiographical critical reflections, and student feedback (N = 44) were used to evaluate the course and identify recommendations for practitioners. The course received overwhelmingly positive feedback from students who highlighted appreciation for the format, accessibility, and delivery.

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“…5 Assim, a autoria coletiva se afasta de perspectivas tradicionais de ensino centradas na figura do professor, que previamente estabelece rumos à atividade, com um desenho bem definido do produto final, mas se alinha a uma perspectiva interativa e dialógica da aprendizagem, pela qual o estudante é sujeito ativo da construção do conhecimento e compartilha com os outros a responsabilidade pela escrita. 6 Além de contribuir para o aprimoramento de competências relacionadas à comunicação e escrita científica em ambiente informatizado 7 e de habilidades de trabalho em grupo, essenciais para o exercício de funções na indústria e na academia, 8,9 a autoria coletiva se faz uma estratégia ainda mais interessante, pois tende a aumentar a qualidade das produções textuais quando comparada às individuais, 10,11 possibilita o acompanhamento e avaliação processual da atividade de autoria, 12,13 e permite o aprofundamento de conteúdos de Química. 9 Desse modo, sob um ponto de vista sociocultural, a autoria coletiva assume um caráter colaborativo ao enfatizar uma vertente interativa da aprendizagem, pela qual a própria aprendizagem pode ser descrita como a construção de significados compartilhados, tendo na linguagem ou na escrita uma importante ferramenta de mediação.…”

Section: Introductionunclassified

Autoria Coletiva Em Ambiente Informatizado No Ensino Superior De Química

Silva¹,

Lima²,

Queiroz³

2019

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Recebido em 28/10/2018; aceito em 18/02/2019; publicado na web em 03/04/2019 COLLECTIVE AUTHORSHIP IN A COMPUTER-BASED ENVIRONMENT IN UNDERGRADUATE CHEMISTRY TEACHING. Collective authorship or a text written by more than one person in a computer-based environment can bring significant benefits to chemistry teaching, mainly concerning flexibilizing forms of interaction among those involved and collaborative construction of knowledge. This work investigates collective authorship activities based on constructing argumentative texts in groups with the participation of undergraduate chemistry students. In the activity, those involved, divided into groups, followed the textual production process aiming to present a joint solution for case studies. It was possible to understand aspects of collective work in the authorship process in question regarding collaboration and cooperation based on two perspectives considered crucial for collaborative writing: conditions offered by the electronic platform called eduqui.info, and in which contexts these possibilities were present in the writing process; and the organisational aspects of the activity. Overall, groups chose to collaborate more than cooperate. In other words, data shows that most of the students worked collaboratively in groups.

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A Wiki-Based Group Project in an Inorganic Chemistry Foundation Course

Cited by 5 publications

References 22 publications

Online Group Work with a Large Cohort: Challenges and New Benefits

Online Group Work with a Large Cohort: Challenges and New Benefits

Rapid Adaptation of a Traditional Introductory Lecture Course on Catalysis into Content for Remote Delivery Online in Response to Global Pandemic

Autoria Coletiva Em Ambiente Informatizado No Ensino Superior De Química

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