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The Investigation of Attitude and Readiness of Information and Communication Technologies Pre-service Teachers Toward web based learning

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Procedia - Social and Behavioral Sciences 2015年 174卷 1099-1106页

作者： Mustafa Yağcı Didem Alsancak Sırakaya Gül Özüdoğru Ahi Evran University Faculty of Education Computer Education and Instructional Technology Department Kırşehir 40100 Turkey

The present study aims to investigate attitudes and readiness of Information and Communication Technologies pre-service teachers toward web-based learning. In the study group of the research are 165 pre-service teachers. The study was conducted in the survey model. As data collection tools, ‘web-based Teaching Attitude Scale’ and ‘Readiness and Expectation Scale for e-learning Process’ were utilized. In analysis of the collected data, descriptive statistics, t-test, and ANOVA analysis were conducted. As a result of the research, it was found that attitude levels of pre-service teachers were lower than median; and their readiness levels were above the median. Moreover, in terms of gender, there was no significant difference between attitude and readiness scores. While there was no significant difference among attitude scores in terms of number of years in education, there was significant difference in readiness scores.

关键词： web-based learning attitude readiness

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Development of a web-based Curriculum to Prepare Diagnostic Radiology Residents during Post-Graduate Year 1 by Promoting learning via Spaced Repetition and Interim Testing: If You Build It, Will They Come?

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ACADEMIC RADIOLOGY 2019年第8期26卷 1112-1117页

作者： Ayoob, Andres Hardy, Peter Waits, Tim Brooks, Michael Univ Kentucky Coll Med Dept Radiol 800 Rose StRoom MN 109B Lexington KY 40536 USA Jewish Hosp Mercy Hlth Dept Internal Med Cincinnati OH USA

Rationale and Objectives: The purpose of this pilot project was to determine the feasibility of creating a single web-based resource to allow independent study for pre-radiology interns during their first post-graduate year of training, and to measure intern use of and satisfaction with this resource. Materials and Methods: A web-based curriculum, based on the principles of spaced learning and interim testing, was created and housed on an institutional learning management system. The curriculum consisted of narrated, interactive leaming modules, electronic flashcards, and quizzes. We monitored the use of this curriculum by six pre-radiology interns. Surveys were completed to assess resident satisfaction. Results: 73% of the total learning modules were completed. Of the completed modules, 90% were completed in either the first or the last three months of the study. The total hours spent reviewing the flashcards during the entire study period ranged from <1 to 7 hours. 67% of the quizzes were completed. Survey results showed that the learners perceived the course as a useful resource and reported high satisfaction with the curriculum. Conclusion: Creating a web-based curriculum capable of monitoring intern use is feasible. There was variable use of the different components of the curriculum with clear clustering of use at the beginning and end of the study period. The users perceived the course as a useful resource and reported high satisfaction with the curriculum.

关键词： Spaced learning Interim testing Retrieval web-based learning

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High School Students Experimenting with Computational Chemistry: Design-based Research on and through the "Comp-Chem-Lab"

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JOURNAL OF CHEMICAL EDUCATION 2025年第4期102卷 1367-1379页

作者： Poelloth, Benjamin Free Univ Berlin D-14195 Berlin Germany

Despite the profound impact of Computational Chemistry (CC) on chemical research and understanding, it plays a negligible role in high school chemistry curricula. Integrating CC into high school education could enable students to engage in authentic science simulations and deepen their understanding of energy. To enable high school students to use CC, a freely accessible online learning environment, the Comp-Chem-Lab (***/en), was developed based on qualitative empirical data from 80 German high school students in a design-based research approach. With this environment and the adaptive feedback implemented, most students were able to successfully use CC to determine the activation energy and released energy of a chemical reaction. A common progression of problem-solving strategies is for students to begin with trial and error but later to explore the relationship between chemical structure and energy more strategically based on their CC results. After searching for a "zero" energy structure, most students eventually activate the idea of energy minimization and successfully transfer it to another reaction step. Overall, the research highlights the potential of CC for enhancing high school and introductory college chemistry education but also emphasizes the need for further educational research to fully realize this potential.

关键词： Chemical Education Research High School ComputationalChemistry General Chemistry web-based learning Inquiry-based learning Covalent Bonding FreeRadicals

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Huckel Beyond Quantum

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JOURNAL OF CHEMICAL EDUCATION 2025年第5期102卷 2144-2150页

作者： Menezes, Filipe Slugocka, Emilia Wieckowska, Anna Helmholtz Munich Inst Struct Biol Mol Targets & Therapeut Ctr D-85764 Neuherberg Germany Jagiellonian Univ Med Coll Fac Pharm Dept Physicochem Drug Anal PL-30688 Krakow Poland Jagiellonian Univ Med Coll Doctoral Sch Med & Hlth Sci PL-31530 Krakow Poland

Huckel Molecular Orbital (HMO) theory is a hallmark in teaching undergraduate quantum chemistry. However, it is exclusive to molecular quantum mechanics courses. Here, we introduce a simple application that is readily used by students and tutors from diverse chemistry, pharmacy, and life sciences backgrounds. The input to the app is an SDF geometry file, a molecular charge, and an electronic state. The program automates the calculation of fundamental electronic and chemical aspects of a system: pi-populations, pi-molecular orbitals (MOs), MO diagrams, and total pi-energies. The web application is user-friendly, intuitive to use, and suited for exploring concepts bridging MO theory with other domains of chemistry such as organic, medicinal, and physical chemistry. The Python script offers a more detailed output suitable for quantum chemistry courses.

关键词： Upper-Division Undergraduate Graduate Education Interdisciplinary Organic Chemistry PhysicalChemistry Computer-based learning web-based learning Computational Chemistry Molecular Orbital Theory

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Paired Online Laboratory Assessments: Formative Engagement and Summative Attainment

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JOURNAL OF CHEMICAL EDUCATION 2024年第8期101卷 3514-3521页

作者： Coyte, Emily Lowry, Roy B. Learning Sci Ltd Bristol BS1 5DP England Univ Plymouth Plymouth PL4 8AA England

Laboratory assessments are important parts of chemistry higher education, but students are not always given opportunities to formatively develop their understanding and skills before taking summative tasks in this area. This report describes the use of formative-summative paired chemistry laboratory assessments in gravimetric analysis and titration practicals and demonstrates an association between student engagement with formative online assessments and summative attainment. The laboratory assessments described here use Smart Worksheet technology, a customizable resource type which handles chained calculations, concept questions, and quality of data checks. The Smart Worksheets are autograded to support student learning without increasing staff marking burden and can provide immediate feedback and multiple attempts for each question to close the learning loop, plus a built-in timeline mode for reviewing student journeys through the resource. These resources were implemented in aligned formative-summative pairs to provide students with a low-stakes practice of both the technology format and chemistry calculation, getting them familiar and managing expectations before module-mark bearing summative assessment. Student assessment data from six consecutive foundation year groups were collected (total N = 818). Approximately half of the students chose to engage with each optional formative resource, permitting comparison of student attainment by those who engaged versus those who did not. For both gravimetric analysis and titration pairs, students who engaged with the formative assessment scored significantly higher in the corresponding summative assessment. Additionally, students who engaged with both formative assessments scored significantly higher in midmodule and end of module tests than students who did not.

关键词： First-Year Undergraduate/General Laboratory Instruction web-based learning Testing/Assessment GravimetricAnalysis Titration/Volumetric Analysis

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Effect of web-based health education on nursing students' knowledge, adaptive healthy measures and attitudes regarding polycystic ovary syndrome: a randomized controlled trial

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BMC NURSING 2024年第1期23卷 479页

作者： Mohamed, Rasha A. Taref, Nagwa N. Osman, Nehmedo E. Keshta, Nawal Hamdy Ahmed Alboghdady, Mahmoud A. Marzouk, Marzouk M. Almowafy, Abeer A. Fadel, Eman A. Mansoura Univ Fac Nursing Community Hlth Nursing Mansoura Egypt Univ Bisha Coll Appl Med Sci Bisha Saudi Arabia Mansoura Univ Fac Nursing Womans Hlth & Midwifery Nursing Mansoura Egypt Al Azhar Univ Fac Med Dept Obstet & Gynecol Girls Branch Cairo Egypt Al Azhar Univ Int Islamic Inst Obstet & Gynecol ART Unit Cairo Egypt Al Azhar Univ Fac Med Publ Hlth & Community Med Dumyat Egypt Al Azhar Univ Int Islamic Ctr Populat Studies & Res Cairo Egypt

Background Polycystic ovary syndrome (PCOS) is a complex endocrine disorder affecting women of reproductive age, and it has emerged as a significant global public health issue. This study aimed to investigate the effects of web-based health education on nursing students' knowledge, adaptive healthy measures, and attitudes toward PCOS. Methods A two-group randomized controlled trial (RCT) with pre-test and immediate post-test assessments was conducted. Study participants were recruited using a simple random sampling method from the Faculty of Nursing, Mansoura University, Egypt. A questionnaire consisting of six sections was developed to collect data, which was analyzed with the SPSS 23.0 using Student's t-test, Pearson's correlation test, and chi-square test analysis of variance. Results The analysis revealed a significant increase in knowledge scores post-intervention, with the web-based learning groups (32.2 +/- 10.5) outperforming the traditional learning group (22.1 +/- 10.2), with (p < 0.05). Similarly, there was a notable improvement in adaptive healthy measures scores post-intervention, with the web-based learning group (8.9 +/- 2.4) showing better results than the traditional group (6.5 +/- 2.9), with (p < 0.05). In terms of attitudes toward PCOS, the web-based group (18.2 +/- 4.9) displayed a significant improvement compared to the traditional group (11.7 +/- 5.2), with (p < 0.05). Conclusions The findings suggest that web-based learning is more effective than traditional methods in enhancing nursing students' knowledge, adaptive healthy measures, and attitudes toward PCOS. Trial Registration: This study was registered by Clinical *** Identifier: (NCT06192381||https://***/) on 5-1-2024. Key points PCOS is a significant global community health concern among reproductive-aged women due to hormonal disorders, making community health nurses essential in promoting health and preventing disease through health education. web-based health

关键词： Polycystic ovary syndrome Knowledge Adaptive healthy measures Attitudes web-based learning

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FTIR-SIS: A Fourier Transform Infrared Scientific Instrument Simulator

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JOURNAL OF CHEMICAL EDUCATION 2024年第4期101卷 1711-1717页

作者： Sermania, Brenna VanFossen, Nicholas Steen, Ray Stewart, Michael Raston, Paul L. James Madison Univ Dept Comp Sci Harrisonburg VA 28807 USA James Madison Univ Dept Chem & Biochem Harrisonburg VA 22807 USA Univ Hawaii Manoa Dept Chem Honolulu HI 96822 USA

We developed a gas-phase Fourier Transform InfraRed Scientific Instrument Simulator (FTIR-SIS, https://***/) in response to the unavailability of one during the COVID-19 pandemic lockdown of 2020. It features an interactive interface that encourages students to explore different components of a typical FTIR, and it allows them to set up and collect realistic synthetic spectra for a wide variety of atmospherically relevant molecules (CO, HCl, O-3, HCN, etc.). This is facilitated by utilizing the HITRAN (HIgh-resolution TRANsmission molecular absorption) database and a radiative solver (RADIS, RADIative Solver for infrared spectra of molecules). Students from around the world will be able to access this SIS on any device (laptop, smartphone, etc.) and perform simulated gas-phase FTIR experiments that mimic real ones.

关键词： Audience Upper-Division Undergraduate Domain Physical Chemistry Laboratory Instruction Pedagogy Computer-based learning Internet web-based learning Topic Instrumental Methods IR Spectroscopy Quantum Chemistry

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Student Perceptions of Artificial Intelligence Utility in the Introductory Chemistry Classroom

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JOURNAL OF CHEMICAL EDUCATION 2024年第8期101卷 3547-3549页

作者： Mendez, James D. Indiana Univ Columbus IN 46131 USA

This study investigates student perceptions of generative artificial intelligence (AI) in an introductory chemistry course. Students engaged with AI chatbots of their choice to correct missed exam questions, revealing overall positive attitudes toward their usefulness. Despite this positive perception, the study shows a disconnect between the overall media portrayal of AI in academia and how actual students use it. Only a small number of students had used AI before this activity. This study highlights the need for training on responsible AI use to address ongoing ethical concerns over the misuse of these systems and to get ahead of future issues.

关键词： First-Year Undergraduate First-Year Undergraduate General History Philosophy Internet web-based learning learning Theories

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Video-based Bioinformatics Tutorials Developed as an Open Educational Resource to Improve Students' Understanding and Practice in Data Science Analyses

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JOURNAL OF CHEMICAL EDUCATION 2024年第8期101卷 3506-3513页

作者： Amtul, Zareen Vuu, Kelvin Lubrick, Mark Aziz, Arham A. Khan, Mohammed A. S. Univ Windsor Dept Chem & Biochem Windsor ON N9B 3P4 Canada Univ Windsor Dept Biol Windsor ON N9B 3P4 Canada Univ Windsor Off Open Learning Windsor ON N9B 3P4 Canada Sir Wilfrid Laurier Secondary Sch London ON N6C 4W7 Canada Brigham & Women Hosp Dept Neurosurg Boston MA 02115 USA

With the development of digital pedagogical resources, courses, and the recent COVID-19 pandemic, there has been a rise in the use of video-based learning (VBL) and teaching as one of the primary methods of instruction. Additionally, in recent years, bioinformatics has surfaced as an integral discipline in life sciences, where scientists are able to manipulate and analyze large sets of data. As a result, the need for digitally enhanced undergraduate and graduate teaching of basic bioinformatics skill sets of an applied nature has become increasingly high. Here, we designed and implemented a set of video-based bioinformatics tutorials as an open educational resource to be taught in an online synchronous, asynchronous, as well as HyFlex setting. These tutorials were designed to identify a ligand against unknown amino acid and nucleotide sequences to unveil their context in diverse species. This was achieved by navigating online bioinformatic databases, performing multiple sequence alignment, phylogenetic analyses, protein structure prediction/comparison, and docking. In the end, students also completed a survey questionnaire outlining their experience with the VBL. By the end of the term, VBL enabled the students to learn and apply bioinformatic concepts and tools to predict the protein structure from an unknown sequence and dock it with the ligands. Students rated VBL as one of the most powerful learning mediums out of many used as part of the module. Bioinformatic videos, besides capturing and distributing the bioinformatic information, also provided an invigorating environment where students better learned, understood, and retained the content.

关键词： Graduate Education Biochemistry Curriculum Video Tutorials Hands-On learning Inquiry-basedlearning web-based learning Experiential Biotechnology Computational Chemistry Bioinformatics Video-based learning

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Quantifying deliberate practice using auto-graded questions: Analyzing multiple metrics in a chemical engineering course

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COMPUTER APPLICATIONS IN ENGINEERING EDUCATION 2023年第4期31卷 916-929页

作者： Chapman, Kayla E. Davidson, Megan E. Azuka, Nneka Liberatore, Matthew W. Univ Toledo Dept Chem Engn Toledo OH USA Univ Toledo Dept Chem Engn Toledo OH 43606 USA

Interactive digital technologies provide a mechanism to capture big data for higher education faculty to monitor student progress in real-time. By measuring both performance and perseverance using auto-graded problems, this learning analytics research examines several tenets of deliberate practice. Specifically, online homework problems integrated into an interactive textbook for chemical engineering titled Material and Energy Balances zyBook were examined. Across three cohorts totaling over 250 students and 84,000 questions, the fraction correct, attempts before correct, and attempts after correct provided metrics to examine question type and order. Fraction correct and attempts before correct varied with statistical significance as a function of question type and order, including many differences having medium and large effect sizes. Multiple choice questions led to the highest fraction correct and the least number of attempts before correct, while questions requiring multiple numeric responses led to the lowest success and the largest number of attempts before correct. Next, multiple metrics were aggregated into a deliberate practice score, to broadly quantify problem difficulty. Fraction correct, modified correct, first quartile attempts before correct, and median attempts before correct were combined at different thresholds leading to a deliberate practice score between 0 and 8. Questions with higher deliberate practice scores were disproportionality used for practice (61% of attempts on 13% of questions);practice attempts do not receive course credit. Overall, combining metrics in a deliberate practice score exhibits the potential to optimize the length of homework assignments and give students more credit for solving more challenging auto-graded problems.

关键词： engineering education online assessment question format textbooks web-based learning

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