Browsing by Subject "PEER INSTRUCTION"
Now showing items 1-2 of 2
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(2020)This paper represents the second contribution from an action research study on a bachelor-level quantum chemistry and spectroscopy course. In the proposed instructional model, active learning principles are extended outside lectures to form a student-centred course structure. The new model resulted in superior learning outcomes compared to a class where active learning elements were limited to course lectures, as demonstrated by previous research. In this article, I try to understand this improvement through an analysis of student motivation and experiences in the framework of self-determination theory. Based on my analysis of student feedback data and interviews, tasks that facilitated direct interaction with peers or course staff were seen as key factors in enhancing learning and motivation. In addition, the presence of various interconnected course components that supported students at different stages of the learning process was experienced as central to learning. Together, these two publications demonstrate that the incorporation of active learning principles outside lectures can substantially improve both learning and motivation.
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(2018)In this article, I propose a student-centred approach to teaching quantum chemistry and spectroscopy at the bachelor-level that extends active learning principles outside course lectures. The aim is to elucidate what type of methodology is most appropriate and efficient for this context and student population, and how this incorporation of active learning elements impacts learning. Three quantitative learning indicators are used to measure the effectiveness of the proposed approach, including exercise points obtained by the students, exam results, and the results of a conceptual inventory administered both at the beginning and the end of the course. The proposed model resulted in substantial improvement in learning outcomes compared to a previous class where active learning elements were confined mostly to the course lectures and a traditionally taught class. The model can be generalised to any subject where both quantitative and qualitative understanding is required. Thus, in addition to providing further support for the effectiveness of active learning approaches in science, this study shows the benefits of applying these approaches to exercises and other course tasks besides lectures.
