The Department of Chemistry and Biochemistry requires peer-reviewed publications. These two publications meet this requirement.
Ginger, G.S., A.L. Sutherlin, U.M. Akpanudo, L.E. James, M. Chen. The effect of structured divergent prompts on knowledge construction. Journal of Asynchronous Learning Networks. 18(2): 49-66 (2014).
Abstract: Discussion forums are a widely used activity in online courses. However, knowledge construction within online discussion rarely reaches higher levels. Therefore, it is important to understand which aspects of online discussion encourage learning and increase knowledge construction. This paper investigates the effect three Structured Divergent prompts (playground prompts, brainstorm prompts, and focal prompts) have on knowledge construction as compared to Convergent prompts. Participants (N=58) were required to post in an online discussion thread during a graduate education course at a private university. The Interaction Analysis Model was used to determine the levels of knowledge construction demonstrated within students’ posts. The posts were given a score using the following codes: 0-no post/no understandable post; 1-sharing information, 2-disagreeing; 3-negotiation of meaning; 4-testing co-construction; 5-agreement of the constructed meaning. The analysis revealed that two of the three Structured Divergent prompts (focal and brainstorm) yielded significantly higher levels of knowledge construction as compared to Convergent prompts.
Sutherlin, A.L., G.R. Sutherlin, U.M. Akpanudo. The effect of clickers in university science courses. Journal of Science Education and Technology. 22: 651-666 (2013).
Abstract: In four studies on the use of student response systems, clickers, we sought to understand whether the use of clickers would impact students’ attitudes toward the use of technology for instruction and achievement on exams. While the results varied some by study, overall, the results revealed no significant changes in the already positive student attitude toward the use of instructional technology. In all four studies, the majority of the students reported that they learned more when clickers were used in class. The use of clickers did not serve as useful predictor of student achievement in science classes. The findings of this study are similar to others which suggest that some classroom technologies (like clickers) may not necessarily have a direct connection with student achievement, despite positive student feedback regarding their experience using these technologies. Further studies are needed to better understand the true nature of relationship between these technologies and classroom outcomes.