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dc.contributor.authorGregory, SJ
dc.contributor.authorDi Trapani, G
dc.contributor.editorManjula Devi Sharma, Alexandra Yeung, Emma Kathleen Bartle, Simon Bates, Les Irkup, Gerry M Rayner,
dc.date.accessioned2017-05-03T12:58:14Z
dc.date.available2017-05-03T12:58:14Z
dc.date.issued2012
dc.date.modified2014-02-05T21:41:48Z
dc.identifier.issn2200-4270
dc.identifier.urihttp://hdl.handle.net/10072/49574
dc.description.abstractStudents who are well prepared for laboratory classes are more likely to successfully acquire laboratory skills and gain the maximum possible benefit from the laboratory learning environment. To facilitate effective student preparation and improve their learning outcomes, we have designed and developed an online resource centre. These resources are used by students in conjunction with traditional resources including the laboratory manual prior to attendance in laboratories. Resources comprise a series of web based activities including visual and audio presentations, pre-laboratory questions and quizzes related to the laboratory activities that the students will complete. To determine how effective these resources were in facilitating laboratory preparation, students were surveyed both before and after the introduction of the resources. Surveys were designed to establish student perceptions regarding their preparatory practices. In addition, the effect on some measurable learning outcomes was established. This paper reports on how the implementation of this blended learning approach has improved the nature of student preparation practices. Presenting information in a flexible learning format, prior to participation, enhanced student familiarisation with theoretical and experimental procedures. Thus facilitated preparation reduced the potential risk of cognitive dissonance by improving student organisational abilities which in turn lead to better experimental learning outcomes and value-added student perception of the laboratory experience as a whole.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent540120 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherInstitute for Innovation in Science and Mathematics Education
dc.publisher.placeAustralia
dc.publisher.urihttp://ojs-prod.library.usyd.edu.au/index.php/CAL/article/view/6650
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom56
dc.relation.ispartofpageto70
dc.relation.ispartofissue1
dc.relation.ispartofjournalInternational Journal of Innovation in Science and Mathematics Education
dc.relation.ispartofvolume20
dc.rights.retentionY
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchScience, technology and engineering curriculum and pedagogy
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchOther Education
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode390113
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode3999
dc.subject.fieldofresearchcode3903
dc.titleA Blended Learning Approach to Laboratory Preparation
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Sciences, School of Natural Sciences
gro.rights.copyright© The Author(s) 2013. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the authors.
gro.date.issued2012
gro.hasfulltextFull Text
gro.griffith.authorDi Trapani, Jenny
gro.griffith.authorGregory, Sarah-Jane S.


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