Blended learning has become an integral component of the curriculum in institutes of higher learning (IHL) worldwide. Problem-based Learning (PBL) is a constructivistic learning approach that can facilitate the development of 21st-century competencies such as self-directed learning (SDL) and collaborative learning (CL). This study investigated if there are any differences in Polytechnic students’ perceptions of self-directed learning and collaborative learning between the blended PBL design and the face-to-face PBL design in terms of self-directed learning and collaborative learning in Singapore. The study adopted a quasi-experimental approach, with 56 student participants completing a 36-item validated pre/post survey instrument (MSDLCL). Statistical analyses suggested that in both PBL approaches, students’ perceptions of self-directed learning with technology and collaborative learning increased significantly. Focus group discussion results suggested that while students were motivated to complete the assigned PBL tasks, they preferred to conduct collaborative learning activities in person and work on self-directed learning activities online.
{"title":"Polytechnic Students’ Perspectives of a Blended Problem-Based Learning Approach in Singapore","authors":"Emilia Idris, Doris Choy, Bee Leng Chua","doi":"10.14742/apubs.2023.612","DOIUrl":"https://doi.org/10.14742/apubs.2023.612","url":null,"abstract":"Blended learning has become an integral component of the curriculum in institutes of higher learning (IHL) worldwide. Problem-based Learning (PBL) is a constructivistic learning approach that can facilitate the development of 21st-century competencies such as self-directed learning (SDL) and collaborative learning (CL). This study investigated if there are any differences in Polytechnic students’ perceptions of self-directed learning and collaborative learning between the blended PBL design and the face-to-face PBL design in terms of self-directed learning and collaborative learning in Singapore. The study adopted a quasi-experimental approach, with 56 student participants completing a 36-item validated pre/post survey instrument (MSDLCL). Statistical analyses suggested that in both PBL approaches, students’ perceptions of self-directed learning with technology and collaborative learning increased significantly. Focus group discussion results suggested that while students were motivated to complete the assigned PBL tasks, they preferred to conduct collaborative learning activities in person and work on self-directed learning activities online.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139219148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The higher education sector is changing, driven by a post-pandemic push to a more digital focused model of delivery. Whilst this change was coming before the pandemic, COVID-19 has put the need for a better understanding of digital approaches in stark relief, as individuals could no longer meet face-to-face. And yet, our perceptions of digital literacy (competency and skills) remains limited, with literature suggesting that even the use of the term ‘digital literacy’ is diverse. This paper aims to conduct a review that positions these terms more clearly with their associated stakeholders. Using a defined systematic review methodology based on Lateral, this paper identifies a disconnect between stakeholder perceptions, particularly academics and their students, as well as influences felt by the pandemic. Through this work, we aim to lay a foundation for future research in the educational technology domain, understanding these contrary conceptions and how they may be resolved.
{"title":"Unpacking Contrary Conceptions of Digital Literacy Across a Higher Education Landscape","authors":"K. Sim, Joanne Orlando, Michael Cowling","doi":"10.14742/apubs.2023.517","DOIUrl":"https://doi.org/10.14742/apubs.2023.517","url":null,"abstract":"The higher education sector is changing, driven by a post-pandemic push to a more digital focused model of delivery. Whilst this change was coming before the pandemic, COVID-19 has put the need for a better understanding of digital approaches in stark relief, as individuals could no longer meet face-to-face. And yet, our perceptions of digital literacy (competency and skills) remains limited, with literature suggesting that even the use of the term ‘digital literacy’ is diverse. This paper aims to conduct a review that positions these terms more clearly with their associated stakeholders. Using a defined systematic review methodology based on Lateral, this paper identifies a disconnect between stakeholder perceptions, particularly academics and their students, as well as influences felt by the pandemic. Through this work, we aim to lay a foundation for future research in the educational technology domain, understanding these contrary conceptions and how they may be resolved.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139219811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kerry Bond, Michelle Vanderburg, Ritesh Chugh, Katrina Johnston, Margaret Flanders, Roslyn Clapperton, Colleen Ryan
This case study evaluates the interdisciplinary experiences of a research team producing a digital education tool. It proposes important considerations for successful collaboration and group development, which can lead to beneficial and deeper long-term partnerships across faculties within an institution. The study suggests value in using components of collaborative research to reflect on group development and progress. In alignment with the literature, it was found that time is essential for creativity, innovation, and group performance, which are successful products of both interpersonal and task-activity aspects of interdisciplinary collaborations. Challenges and impacts on group morale can be ameliorated by factors such as operational strategies, a sense of shared ownership and personal value to the project. The long-term benefits of fostering deeper interdisciplinary partnerships are briefly explored.
{"title":"Embracing Reflexivity","authors":"Kerry Bond, Michelle Vanderburg, Ritesh Chugh, Katrina Johnston, Margaret Flanders, Roslyn Clapperton, Colleen Ryan","doi":"10.14742/apubs.2023.591","DOIUrl":"https://doi.org/10.14742/apubs.2023.591","url":null,"abstract":"This case study evaluates the interdisciplinary experiences of a research team producing a digital education tool. It proposes important considerations for successful collaboration and group development, which can lead to beneficial and deeper long-term partnerships across faculties within an institution. The study suggests value in using components of collaborative research to reflect on group development and progress. In alignment with the literature, it was found that time is essential for creativity, innovation, and group performance, which are successful products of both interpersonal and task-activity aspects of interdisciplinary collaborations. Challenges and impacts on group morale can be ameliorated by factors such as operational strategies, a sense of shared ownership and personal value to the project. The long-term benefits of fostering deeper interdisciplinary partnerships are briefly explored.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139220042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents a comprehensive and coordinated partnership between students and faculty in response to academic integrity breaches at the School of Business and Law (SBL). We highlight the widespread nature of academic misconduct among university students, particularly emphasising the prevalence of cheating among business students. Additionally, the paper addresses the impact of institutional practices on academic integrity breaches. Considering the Higher Education Standards Framework (HESF) requirements, the SBL aims to reduce academic integrity breaches by implementing a coordinated students-as-partners approach. We propose that a mobile learning theory can be applied to reducing academic integrity breaches, focusing on contract cheating allegations. By sharing our experiences, we hope to inform and inspire a coordinated institutional approach to uphold academic integrity and combat misconduct effectively.
{"title":"Students Against Academic Misconduct (SAAM)","authors":"Robert Vanderburg, Anthony Weber","doi":"10.14742/apubs.2023.582","DOIUrl":"https://doi.org/10.14742/apubs.2023.582","url":null,"abstract":"This paper presents a comprehensive and coordinated partnership between students and faculty in response to academic integrity breaches at the School of Business and Law (SBL). We highlight the widespread nature of academic misconduct among university students, particularly emphasising the prevalence of cheating among business students. Additionally, the paper addresses the impact of institutional practices on academic integrity breaches. Considering the Higher Education Standards Framework (HESF) requirements, the SBL aims to reduce academic integrity breaches by implementing a coordinated students-as-partners approach. We propose that a mobile learning theory can be applied to reducing academic integrity breaches, focusing on contract cheating allegations. By sharing our experiences, we hope to inform and inspire a coordinated institutional approach to uphold academic integrity and combat misconduct effectively.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139225722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Often, when presented with a task or a problem, we jump in and start work immediately. This approach can lead to solutions that do not meet the needs of the people they are designed for. This paper outlines a less straightforward approach using human-centred design. The Accessibility Hub project was conceived as an online self-service resource for students at an Australian tertiary institute. A teaching and learning specialist and an information technology specialist led the project. After initially dividing up the task and getting started on their to-do lists, the two colleagues decided to take a step back. They employed human-centred design, a process that included empathy interviews with students with disability and ideation sessions with colleagues. Out of this grew a community of practice and the idea that the Accessibility Hub could be a resource for all staff and students at the institute. The Accessibility Hub was launched in January 2023 with the tag line ‘Everyone needs a little help sometimes.’
{"title":"Not off to a flying start","authors":"Anne Carney","doi":"10.14742/apubs.2023.619","DOIUrl":"https://doi.org/10.14742/apubs.2023.619","url":null,"abstract":"Often, when presented with a task or a problem, we jump in and start work immediately. This approach can lead to solutions that do not meet the needs of the people they are designed for. This paper outlines a less straightforward approach using human-centred design. The Accessibility Hub project was conceived as an online self-service resource for students at an Australian tertiary institute. A teaching and learning specialist and an information technology specialist led the project. After initially dividing up the task and getting started on their to-do lists, the two colleagues decided to take a step back. They employed human-centred design, a process that included empathy interviews with students with disability and ideation sessions with colleagues. Out of this grew a community of practice and the idea that the Accessibility Hub could be a resource for all staff and students at the institute. The Accessibility Hub was launched in January 2023 with the tag line ‘Everyone needs a little help sometimes.’","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139225882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stephanie Wilson, D. Wardak, Carmen Vallis, Elaine Huber
Much of the literature on flipped classrooms emphasises the physical classroom as the primary site for active learning, relegating the online environment to a place where content is delivered prior to students attending a workshop or tutorial. However, researchers have highlighted the rich opportunities for embedding interactivity in the online space and demonstrated positive impacts on the student experience. In this paper we discuss how interactivity was embedded in self-paced online modules as part of the redesign of three large courses at The University of Sydney Business School. In these courses, lectures were replaced with weekly, self-paced, media-rich online modules involving opportunities for active learning and immediate feedback. Course developments and impacts on student experience are presented through three mini case studies underpinned by evaluation embedded in a design-based research approach. The developments were conducted as part of a major strategic educational project in the Business School called Connected Learning at Scale (CLaS).
{"title":"Active and online","authors":"Stephanie Wilson, D. Wardak, Carmen Vallis, Elaine Huber","doi":"10.14742/apubs.2023.528","DOIUrl":"https://doi.org/10.14742/apubs.2023.528","url":null,"abstract":"Much of the literature on flipped classrooms emphasises the physical classroom as the primary site for active learning, relegating the online environment to a place where content is delivered prior to students attending a workshop or tutorial. However, researchers have highlighted the rich opportunities for embedding interactivity in the online space and demonstrated positive impacts on the student experience. In this paper we discuss how interactivity was embedded in self-paced online modules as part of the redesign of three large courses at The University of Sydney Business School. In these courses, lectures were replaced with weekly, self-paced, media-rich online modules involving opportunities for active learning and immediate feedback. Course developments and impacts on student experience are presented through three mini case studies underpinned by evaluation embedded in a design-based research approach. The developments were conducted as part of a major strategic educational project in the Business School called Connected Learning at Scale (CLaS).","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139226373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Boitshwarelo, Anna Stack, Kym Hynes, Mark Armstrong
The pedagogies used by university teachers in the online learning space influence the student learning process. Understanding teachers’ online intentions and practices is therefore a critical pursuit towards enhancing student learning experiences and outcomes. This paper explores teaching analytics and how they can help us understand online teacher decisions and practices. Using preliminary data related to online quizzes and forums, the paper illustrates the potential and challenges related to the use of teaching analytics and concludes by discussing implications and recommending further work.
{"title":"Understanding university teachers’ online pedagogies through teaching analytics","authors":"B. Boitshwarelo, Anna Stack, Kym Hynes, Mark Armstrong","doi":"10.14742/apubs.2023.574","DOIUrl":"https://doi.org/10.14742/apubs.2023.574","url":null,"abstract":"The pedagogies used by university teachers in the online learning space influence the student learning process. Understanding teachers’ online intentions and practices is therefore a critical pursuit towards enhancing student learning experiences and outcomes. This paper explores teaching analytics and how they can help us understand online teacher decisions and practices. Using preliminary data related to online quizzes and forums, the paper illustrates the potential and challenges related to the use of teaching analytics and concludes by discussing implications and recommending further work.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139227756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The advent and proliferation of digital and online microcredentials present a paradigm shift in the traditional educational landscape. Panelists, including educators, learning designers, and educational technologists, will provide diverse perspectives on digital pedagogical approaches, technology integration, and learner-centered design for microcredentials. Through thought-provoking discussions and debates, we aim to explore effective strategies and principles for designing quality digital learning experiences of microcredentials. By encouraging participant contributions, we will foster a vibrant microcredentials community of practice within Australasia. Join us to gain new insights, exchange knowledge, and shape the future of microcredentials in enhancing learner engagement and overall learning experiences.
{"title":"Collaborative Panel Insights","authors":"Leanne Ngo, Kashmira Daves, Keith Heggart","doi":"10.14742/apubs.2023.646","DOIUrl":"https://doi.org/10.14742/apubs.2023.646","url":null,"abstract":"The advent and proliferation of digital and online microcredentials present a paradigm shift in the traditional educational landscape. Panelists, including educators, learning designers, and educational technologists, will provide diverse perspectives on digital pedagogical approaches, technology integration, and learner-centered design for microcredentials. Through thought-provoking discussions and debates, we aim to explore effective strategies and principles for designing quality digital learning experiences of microcredentials. By encouraging participant contributions, we will foster a vibrant microcredentials community of practice within Australasia. Join us to gain new insights, exchange knowledge, and shape the future of microcredentials in enhancing learner engagement and overall learning experiences.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139227931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elisa Bone, Eduardo Oliveira, Rachel Colla, Sarah Yang Spencer, Jen Farrow, Julian Harris, Luis Gaitan, Naima Iftikhar
Curriculum renewal in higher education is a complex process involving multiple stakeholders across faculties, departments and supporting units with priorities and processes that commonly differ, adding to the complexity. Incentives for instructors to modify their curriculum include funded centralised programs that may also draw on the expertise of academic developers, learning designers and media producers. Here we reflect on our recent experiences working together across disparate academic and professional teams within a centrally funded curriculum renewal and innovation program in a large research-intensive university. One year after the implementation of a formalised network of supporting academic fellows, program reach significantly improved, and several projects implemented award-winning innovations. Early reflections on experiences across our supporting teams suggest that collaborative project work has contributed to more effective and innovative curriculum change initiatives. We propose a deeper investigation of these processes in a research project, to further inform curriculum innovation at research-intensive universities.
{"title":"More than the sum of its parts","authors":"Elisa Bone, Eduardo Oliveira, Rachel Colla, Sarah Yang Spencer, Jen Farrow, Julian Harris, Luis Gaitan, Naima Iftikhar","doi":"10.14742/apubs.2023.476","DOIUrl":"https://doi.org/10.14742/apubs.2023.476","url":null,"abstract":"Curriculum renewal in higher education is a complex process involving multiple stakeholders across faculties, departments and supporting units with priorities and processes that commonly differ, adding to the complexity. Incentives for instructors to modify their curriculum include funded centralised programs that may also draw on the expertise of academic developers, learning designers and media producers. Here we reflect on our recent experiences working together across disparate academic and professional teams within a centrally funded curriculum renewal and innovation program in a large research-intensive university. One year after the implementation of a formalised network of supporting academic fellows, program reach significantly improved, and several projects implemented award-winning innovations. Early reflections on experiences across our supporting teams suggest that collaborative project work has contributed to more effective and innovative curriculum change initiatives. We propose a deeper investigation of these processes in a research project, to further inform curriculum innovation at research-intensive universities.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139216759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This scientific poster presentation highlights the student-led feedback and modifications made to improve chemistry subjects, along with the subsequent impact on student outcomes. Our team has embraced technology-enhanced learning as an effective approach to enhance the learning experiences of a diverse student cohort. The literature emphasizes that blending face-to-face, online, and self-paced learning tools lead to increased student engagement and improved learning outcomes (Serrano et al., 2019). Our chemistry subjects have undergone significant evolution to incorporate technology-enhanced elements, such as custom-made resources like short lightboard videos and virtual laboratories, which are integrated with our active classroom environment. This integration of theory and practice fosters meaningful, dynamic, and student-centered learning, drawing upon Lev Vygotsky's Zone of Proximal Development (ZPD) to provide differentiated instruction through scaffolding. Our diverse student cohort consists of individuals with varying chemistry backgrounds and enrolled in different degree programs, yet they all undertake the same chemistry subjects. To cater to the varying entry-level knowledge, scaffolding resources have been provided to guide students with lower proficiency through complex concepts, while additional resources engage and challenge more experienced students. This approach places active classes within the optimal zone, where the average student is challenged beyond their comfort zone but not to the extent of disengagement. This instructional approach is complemented by a sociocultural structure that encourages critical engagement among students working in peer groups as well as with the educator. In the absence of our team, virtual educators, via our lightboard videos, support this sociocultural, student-centered approach between classes. The presentation will showcase innovative initiatives that embody the evolution of technology-enhanced learning, with a particular focus on the impact of lightboard videos and virtual laboratory experiments on students' overall learning experiences and outcomes. The influence of these resources is evident locally, nationally, and internationally, as demonstrated by usage statistics and invitations to showcase our work. These resources have garnered strong support from peer reviewers, academics, high school teachers, and key stakeholders. Through this abstract, we aim to provide a concise overview of our innovative approach to chemistry education, emphasizing the positive impact of technology-enhanced learning on student outcomes. Our findings contribute to the growing body of knowledge on effective instructional strategies in science education, and we believe they have the potential to inform and inspire educators in their pursuit of enhancing student learning experiences.
{"title":"Enhancing chemistry education through technology-enhanced learning: Impact on student outcomes","authors":"Stephanie S. Schweiker, Stephan M Levonis","doi":"10.14742/apubs.2023.463","DOIUrl":"https://doi.org/10.14742/apubs.2023.463","url":null,"abstract":"This scientific poster presentation highlights the student-led feedback and modifications made to improve chemistry subjects, along with the subsequent impact on student outcomes. Our team has embraced technology-enhanced learning as an effective approach to enhance the learning experiences of a diverse student cohort. The literature emphasizes that blending face-to-face, online, and self-paced learning tools lead to increased student engagement and improved learning outcomes (Serrano et al., 2019). Our chemistry subjects have undergone significant evolution to incorporate technology-enhanced elements, such as custom-made resources like short lightboard videos and virtual laboratories, which are integrated with our active classroom environment. This integration of theory and practice fosters meaningful, dynamic, and student-centered learning, drawing upon Lev Vygotsky's Zone of Proximal Development (ZPD) to provide differentiated instruction through scaffolding. Our diverse student cohort consists of individuals with varying chemistry backgrounds and enrolled in different degree programs, yet they all undertake the same chemistry subjects. To cater to the varying entry-level knowledge, scaffolding resources have been provided to guide students with lower proficiency through complex concepts, while additional resources engage and challenge more experienced students. This approach places active classes within the optimal zone, where the average student is challenged beyond their comfort zone but not to the extent of disengagement. This instructional approach is complemented by a sociocultural structure that encourages critical engagement among students working in peer groups as well as with the educator. In the absence of our team, virtual educators, via our lightboard videos, support this sociocultural, student-centered approach between classes. The presentation will showcase innovative initiatives that embody the evolution of technology-enhanced learning, with a particular focus on the impact of lightboard videos and virtual laboratory experiments on students' overall learning experiences and outcomes. The influence of these resources is evident locally, nationally, and internationally, as demonstrated by usage statistics and invitations to showcase our work. These resources have garnered strong support from peer reviewers, academics, high school teachers, and key stakeholders. Through this abstract, we aim to provide a concise overview of our innovative approach to chemistry education, emphasizing the positive impact of technology-enhanced learning on student outcomes. Our findings contribute to the growing body of knowledge on effective instructional strategies in science education, and we believe they have the potential to inform and inspire educators in their pursuit of enhancing student learning experiences.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139217096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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