Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Research Methodology At Level 8 And 9: A Web-Enabled Approach, Daire Hooper
Research Methodology At Level 8 And 9: A Web-Enabled Approach, Daire Hooper
Teaching Fellowships
This research explored the potential use of webinars as a method of course delivery in the College of Business, Technological University Dublin. In-depth interviews were conducted with a purposive sample of students to gain insights into their experience with webinars and to delve into how they interacted with the webinar, whether they would prefer this mode of delivery in the future and to assess their overall perceptions of webinars. Findings indicated that students found the webinar to be a novel and innovative way for delivering course content, however, students reported having connectivity issues and at times encountered audio problems. Furthermore, …
Scaffolding For Cognitive Overload Using Pre-Lecture E-Resources (Scope) For First Year Chemistry Undergraduates, Claire M. Mcdonnell, Christine O'Connor, Sarah Rawe
Scaffolding For Cognitive Overload Using Pre-Lecture E-Resources (Scope) For First Year Chemistry Undergraduates, Claire M. Mcdonnell, Christine O'Connor, Sarah Rawe
Teaching Fellowships
The aims of this project were: to develop additional online pre-lecture resources for first year chemistry undergraduates at level 7 and 8 to complement those prepared in the 2010/2911 academic year for level 8 students by Dr. Michael Seery as part of his teaching fellowship, and to evaluate the effect of implementing the resources with this year by analysing quantitative (test and exam results) and qualitative (pre-and post-implementation surveys and focus group interviews) data. Ten pre-lecture activities on organic chemistry were prepared and used with 87 level 8 students in Semester 2 and ten more on general chemistry topics have …
Pre-Lecture Resources To Reduce In-Lecture Cognitive Load, Michael K. Seery
Pre-Lecture Resources To Reduce In-Lecture Cognitive Load, Michael K. Seery
Teaching Fellowships
In order to reduce an observed gap in Year 1 performance between students who had and had not completed chemistry at Leaving Certificate in a first year chemistry group, an intervention based on cognitive load theory was implemented. Students completed ten pre-lecture resources before associated lectures. The resources took no longer than five minutes to complete and aimed to introduce students to the core terminology of the lecture. Resources were designed with the principles of cognitive load theory and multimedia resources in mind. They were administered through the DIT Webcourses virtual learning environment and students obtained feedback on a short …