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| Autor/inn/en | Behmke, Derek A.; Atwood, Charles H. |
|---|---|
| Titel | IM-Chem: The Use of Instant Messaging to Improve Student Performance and Personalize Large Lecture General Chemistry Courses |
| Quelle | In: Journal of Chemical Education, 89 (2012) 4, S.474-476 (3 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-9584 |
| DOI | 10.1021/ed200155d |
| Schlagwörter | Grades (Scholastic); Chemistry; Active Learning; Lecture Method; College Science; Undergraduate Study; Computer Uses in Education; Educational Technology; Internet; Web Based Instruction; Science Instruction; Teaching Methods; Science Achievement; Georgia |
| Abstract | Previous research has linked poor student performance with the depersonalized feeling of large lecture courses. Various forms of enhanced communication have been tried that appear to enhance personalization in large courses. For general chemistry classes taught in a 365-seat lecture hall at the University of Georgia, we have attempted to enhance communication by using 26 instant messaging (IM) devices. Implementation of this project, called IM-Chem, in large lecture general chemistry courses has had a positive impact on student performance. IM-Chem participants had a mean course grade that was 0.14 grade point average units higher than nonparticipants. Gains in student performance are attributed to the active learning environment that IM-Chem participants experienced. Additionally, an overwhelming majority of participants stated that IM-Chem personalized the large lecture setting by providing them with an unintimidating way to ask questions and individualized answers to those questions. (Contains 1 table.) (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 |
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