Improvement of teaching and learning of Chemistry through digitalization pedagogy
Mokgalaka-Fleischmann, Ntebogeng (2021)
Mokgalaka-Fleischmann, Ntebogeng
2021
All rights reserved. This publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-202102182423
https://urn.fi/URN:NBN:fi:amk-202102182423
Tiivistelmä
The Department of Chemistry has been unsuccessful in adopting and integrating technology in teaching since 2011 due to the lack of a framework for training teachers in skills and competencies required to successfully implement digitalization pedagogy, engage students and improve student success.
The overall aim of this study was to implement a framework that will improve teaching of online modules and ensure that students engage meaningfully with the online modules. To achieve the level at which teachers in the Department of Chemistry can adopt and integrate technology in teaching, a training framework based on Arena, Blended and Connected learning design was developed and implemented over two weeks via online webinars. The second objective was to develop online modules that encourages students to engage with learning content synchronously and asynchronously. To achieve this, an online module template based on scaffolding of learning content model that breaks up the learning content into smaller chunks, was developed and implemented for 39 modules that were taught online for the period 1 June to 30 November 2020 using MyTUTor, a Blackboard-based learning management system and virtual learning environment.
All teachers in the Department of Chemistry successfully transformed the chemistry curriculum into digital learning content that is student-centered. All the online modules had a uniform look and feel and were easy to use for synchronous and asynchronous learning. There was a significant improvement in the engagement with MyTUTor by teachers and students in the Department of Chemistry.
The results indicate that 66% of the online module overview page included a welcome message and teacher contact details, 47% gave a module outline with a purpose statement and assessment plan. All modules had the latest study guide and timetable, 79% of the modules had content organized in smaller chunks using scaffolding, 50% of the modules used online assessments. The most significant improvement was 93% of the registered students were actively using MyTUTor and spent an average of 8 h/week engaged with learning content.
The overall aim of this study was to implement a framework that will improve teaching of online modules and ensure that students engage meaningfully with the online modules. To achieve the level at which teachers in the Department of Chemistry can adopt and integrate technology in teaching, a training framework based on Arena, Blended and Connected learning design was developed and implemented over two weeks via online webinars. The second objective was to develop online modules that encourages students to engage with learning content synchronously and asynchronously. To achieve this, an online module template based on scaffolding of learning content model that breaks up the learning content into smaller chunks, was developed and implemented for 39 modules that were taught online for the period 1 June to 30 November 2020 using MyTUTor, a Blackboard-based learning management system and virtual learning environment.
All teachers in the Department of Chemistry successfully transformed the chemistry curriculum into digital learning content that is student-centered. All the online modules had a uniform look and feel and were easy to use for synchronous and asynchronous learning. There was a significant improvement in the engagement with MyTUTor by teachers and students in the Department of Chemistry.
The results indicate that 66% of the online module overview page included a welcome message and teacher contact details, 47% gave a module outline with a purpose statement and assessment plan. All modules had the latest study guide and timetable, 79% of the modules had content organized in smaller chunks using scaffolding, 50% of the modules used online assessments. The most significant improvement was 93% of the registered students were actively using MyTUTor and spent an average of 8 h/week engaged with learning content.