TY - JOUR
T1 - How Students Use Whiteboards and Its Effects on Group Work
AU - MacRie-Shuck, Michael
AU - Talanquer, Vicente
N1 - Publisher Copyright:
© 2021 American Chemical Society and Division of Chemical Education, Inc.
PY - 2021/12/14
Y1 - 2021/12/14
N2 - Various strategies have been promoted to increase student engagement in collaborative activities in chemistry courses, including the use of small portable whiteboards where students can represent and share ideas. In this paper, we summarize the results of a study designed to investigate how the use of small portable whiteboards during group work affects student engagement. In particular, we paid attention to how the use of whiteboards affected social processing, knowledge dynamics, and student contributions during in-class tasks in a college general chemistry class. Our findings reveal significant differences in student engagement during activities in which whiteboards are used compared to those in which these tools are not used. Although the use of whiteboards correlated with more instances of knowledge construction, overall effects are mixed, as the use of whiteboards more frequently led groups to split in pairs in the observed class. Our results suggest that the use of whiteboards should be carefully planned and managed by instructors to maximize benefits and reduce potential hindrances to collaborative work.
AB - Various strategies have been promoted to increase student engagement in collaborative activities in chemistry courses, including the use of small portable whiteboards where students can represent and share ideas. In this paper, we summarize the results of a study designed to investigate how the use of small portable whiteboards during group work affects student engagement. In particular, we paid attention to how the use of whiteboards affected social processing, knowledge dynamics, and student contributions during in-class tasks in a college general chemistry class. Our findings reveal significant differences in student engagement during activities in which whiteboards are used compared to those in which these tools are not used. Although the use of whiteboards correlated with more instances of knowledge construction, overall effects are mixed, as the use of whiteboards more frequently led groups to split in pairs in the observed class. Our results suggest that the use of whiteboards should be carefully planned and managed by instructors to maximize benefits and reduce potential hindrances to collaborative work.
KW - Chemical Education Research
KW - Collaborative/Cooperative Learning
KW - Constructivism
KW - First-Year Undergraduate/General
KW - Hands-On Learning
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U2 - 10.1021/acs.jchemed.1c00962
DO - 10.1021/acs.jchemed.1c00962
M3 - Article
AN - SCOPUS:85118900622
SN - 0021-9584
VL - 98
SP - 3723
EP - 3730
JO - Journal of Chemical Education
JF - Journal of Chemical Education
IS - 12
ER -