39 research outputs found
General Chemistry Student Attitudes and Success with Use of Online Homework: Traditional- Responsive versus Adaptive-Responsive
We investigated whether use of an adaptive-responsive online homework system (OHS) that tailors homework to students’ prior knowledge and periodically reassesses students to promote learning through practice retrieval has inherent advantages over traditional-responsive online homework. A quasi-experimental cohort control post-test-only design with nonequivalent groups and propensity scores with nearest neighbor matching (n = 6,114 pairs) was used. The adaptive system was found to increase the odds of a higher final letter grade for average, below average, and failing students. However, despite the learning advantages, students self-reported less favorable attitudes toward adaptive-responsive (3.15 of 5) relative to traditional-responsive OHS (3.31). Specific to the adaptive OHS, the following were found: (i) student attitudes were moderately and positively correlated (r = 0.36, p \u3c 0.01) to final letter grade, (ii) most students (95%) reported engaging in remediation of incorrect responses, (iii) a majority of students (69%) reported changes in study habits, and (iv) students recognized the benefit of using adaptive OHS by ranking its assignments and explanations or review materials as two of the top three most useful course aspects contributing to perceived learning. Instructors can use our findings to inform their choice of online homework system for formative assessment of chemistry learning by weighing the benefits, disadvantages, and learning pedagogies of traditional-responsive versus adaptive-responsive systems
Online Homework Put to the Test: A Report on the Impact of Two Online Learning Systems on Student Performance in General Chemistry
Online Video Tutorials Increase Learning of Difficult Concepts in an Undergraduate Analytical Chemistry Course
Using the Research Literature to Develop an Adaptive Intervention to Improve Student Explanations of an S N
Differential Effects of Incentivized Homework on Student Achievement in Undergraduate Mathematics
General Chemistry Student Attitudes and Success with Use of Online Homework: Traditional-Responsive versus Adaptive-Responsive
Form versus Function: A Comparison of Lewis Structure Drawing Tools and the Extraneous Cognitive Load They Induce
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Deprotection, tethering, and activation of a catalytically active metalloporphyrin to a chemically active metal surface: [SAc](4)P-Mn(III)Cl on Ag(100)
The adsorption and subsequent thermal chemistry of the acetyl-protected manganese porphyrin, [SA(C)](4)P-Mn(III)Cl on Ag(100) have been studied by high resolution XPS and temperature-programmed desorption. The deprotection event, leading to formation of the covalently bound thioporphyrin, has been characterized and the conditions necessary for removal of the axial chlorine ligand have been determined, thus establishing a methodology for creating tethered activated species that could serve as catalytic sites for delicate oxidation reactions. Surface-mediated acetyl deprotection occurs at 298 K, at which temperature porphyrin diffusion is limited. At temperatures above similar to 425 K porphyrin desorption, diffusion and deprotection occur and at >470 K the axial chlorine is removed