Development and assessment of “Chem this Vlab” learning package

This study determined the difficulty level of answering Chemistry problems of the STEM students of Libertad National High School. The respondents of the study were seventy-three (73) purposely selected students for the school year 2020-2021. Thereafter, the researcher developed a Learning Package in Chemistry to augment the learning in the new normal. It will be known as Chem in this VLab Learning Activities that focus on Chemical Solutions, Thermodynamics, and Chemical Kinetics. To validate the quality of the learning package, selected experts assessed the tool on three components: content, technical, and instructional qualities. The results revealed that students had poor performance in answering Chemistry problems and find Chemistry as difficult subject to learn. Therefore, learning activities are developed to aid their understanding on the selected topics. The instructional material was rated as a good instructional tool in learning Chemistry by the experts and recommended to be utilized in the online distance learning modality

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes—measured as the difference between treatment and control means, divided by the pooled standard deviation—was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K–12 students. In light of this small corpus, caution is required in generalizing to the K–12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education)

BIOLOGY TEACHERS’ SELF-EFFICACY IN THE USE OF VIRTUAL LABORATORY FOR INSTRUCTIONAL DELIVERY IN SECONDARY SCHOOLS

A virtual laboratory is an interactive environment meant for creating and conducting simulated experiments in real-time in science subjects. This study investigated Biology teachers’ self-efficacy in the use of Virtual laboratory for instructional delivery in Secondary Schools in Nigeria. The study was descriptive research using a cross-sectional survey type. The purposive random technique was used to select 261 respondents from fifteen (15) senior secondary schools in Ilorin. The researcher-designed questionnaire was developed and validated by three educational technology experts and two biology experts. The instruments were pilot-tested at Offa Grammar School; Cronbach Alpha was used to test the reliability of the instrument; the coefficient was 0.91. Three research questions were raised and answered. Two hypotheses were formulated and tested at 0.005 level of significance. Findings revealed that Biology teachers’ self-efficacy in the use of the virtual laboratory for instruction in Ilorin is high; there is no significant difference between male and female Biology teachers’ in their self-efficacy in the use of the virtual laboratory for instruction and there is no significant difference in the Biology teachers’ in their self-efficacy in the use of the virtual laboratory for instruction based on the years of experience. The study concluded that females are coming up in matters concerning ICT, so they should not be discriminated against; among others. The study, therefore, recommended strongly that the issue of gender difference in the use of ICT resources for research is gradually becoming narro

The use of computer simulations as an intervention to address misconceptions of Grade 11 Physical Sciences Learners in township schools

Abstract: This study examined the affordances of the use of computer simulations as an intervention to address acid-base misconceptions of grade 11 Physical Sciences learners in South African township schools. Technological Pedagogical Content Knowledge (TPACK) framework was invoked to provide valuable insights into the efficacy of computer simulations as an innovative intervention to address misconceptions associated with acids and bases. The study adopted a mixed-method approach located within a case study design and involved purposively selected grade 11 Physical Sciences learners from two South African township schools. Quantitative data was collected by administering Acids-Bases Chemistry Achievement Test developed by Damanhuri, Treagust, Won and Chandrasegaran (2016) as part of a control group-experimental group design. Qualitative data was collected through semi-structured interviews with the participants. Findings revealed significant differences between pre-test and post-test scores as a result of the implementation of virtual laboratory simulations as a remedial intervention. The results showed that the post-test mean score was higher than the pre-test mean score for the experimental group. There was no significant difference between the post-test mean score and the pre-test mean score for the control group. Elicited responses indicated that learners perceived the use of virtual laboratory simulations as a useful alternative means to demystify abstract scientific concepts associated with acids and bases as a Physical Sciences key knowledge area. In addition, the learners demonstrated fundamental appreciation of the affordances of virtual laboratory simulations as an innovative intervention to address misconceptions. The use of virtual laboratory simulations was largely perceived to provide meaningful opportunities for self-directed learning. However, the learners indicated that virtual laboratory simulations cannot supersede the experiences provided by traditional science laboratories in view of their critical role in the development of science process skills. Theoretical implications for meaningful development of technology-enhanced learning are discussed.M.Ed. (Science Education

Learning design – making practice explicit

New technologies have immense potential for learning, but the sheer variety possible also creates challenges for learners in terms of navigating through an increasingly complex digital landscape and for teachers in terms of how to design and support learning interventions. How can learners and teachers make informed decisions about what technologies to use in the design and support of learning activities? This presentation will consider this question and present a new methodology for design – 'learning design', which aims to shift the creation and support of learning from what has traditionally been an implicit, belief-based practice to one that is explicit and design based. Learning design research at the Open University, UK has included the development of a set of conceptual design views, a tool for visualising designs (CompendiumLD) and a social networking site, for sharing and discussing learning and teaching ideas and designs (Cloudworks). An overview of this work will be provided, along with a discussion of the perceived benefits of this new approach to educational design

The Development of virtual LAB for chemistry (acid,base and salt) based on constructivism-cognitiveness-contextual approach

This paper addresses about designing virtual laboratory for chemistry subject, acid, base and salt. Discussion involved on theoretical framework modelling where it divided into three parts that is analysis, design and, development and evaluation. For the second objective, researcher will view on constructivism-cognitive ness-contextual lifecycle model where it will be used for virtual laboratory for the chemistry subject ( VLab-CHEM ). This model will define about education media, how to measure content, authoring program and systematic instructional design. Others objective are defining Instructional Design (ID) model ( VLab-CHEM ) where it include virtual laboratory modules. ID model focused on learning and teaching aspects and science education, education process and by using multimedia interactive module. While designing the development of VLab-CHEM, researcher has used approach in learning theory such as constructivism-cognitive-contextual. Concept through learning-bydoing, contextual education, simulation, 3D animation and real time animation to create 3D virtual based on reality, will be added in the VLab-CHEM

Towards the Development of Interactive and Multifaceted Pre-Lab Exercises for Organic Chemistry Practical Classes

In the Chemistry Department we are developing innovative web-based pre-laboratory exercises to enhance our students’ lab learning and experience. The framework incorporates supportive information, contextual value of the experiment, multimedia resources including interactive materials, and formatively assessed questions with explanatory feedback. The interactive pre-lab exercises are designed to explain the theories and justify experimental procedures and their utility value to increase student motivation and enhance their in-person lab practice. These multimedia resources are being developed for second-year chemistry undergraduate students. The effectiveness of these pre-laboratory resources will be assessed through multiple strategies including feedback forms, module evaluation questions, inter-cohort grade comparison and semi-structured interviews via MS Teams