Parades, J., Pennington, R. L., Pursell, D. P., Sloop, J. C., & Tsoi, M. Y. (2010). Engaging science students with handheld technology and applications by re-visiting the Thayer Method of teaching and learning. Georgia Journal of Science, 68(4), 186-195.
The authors of this qualitative empirical research article explored the effects of implementing the use handheld technology devices to update the Thayer Method of learning to be compatible with 21st century learners. The goal of this study was to examine whether students will use technology to prepare themselves before class and lab to increase their learning efficiency during instructional time.
The participants in this study were college-level students enrolled in an organic chemistry class at Georgia Gwinnett College. The students were asked to prepare before class using materials, such as podcasts, instructional videos, and electronic flash cards that could be accessed through handheld technological devices such as iPods or iPhones. During class time, the learning became student-centered, incorporating cooperative problem solving and discussions. The authors collected data on the students by having them comment on the use of handheld technological strategies, and found that overall the students had a positive attitude towards learning the material, preparing for class, and using technology as a means of assisting them in the learning process.
The results of this study are valuable to educators because the use of technology as a means of preparing students for working through and understanding concepts in organic chemistry appeared to be successful for both the instructors and the students. By allowing students to access key information easily and before class time, the students were able to watch the videos at their own pace, therefore increasing overall understanding of the information and engagement with the content.
The authors of this qualitative empirical research article explored the effects of implementing the use handheld technology devices to update the Thayer Method of learning to be compatible with 21st century learners. The goal of this study was to examine whether students will use technology to prepare themselves before class and lab to increase their learning efficiency during instructional time.
The participants in this study were college-level students enrolled in an organic chemistry class at Georgia Gwinnett College. The students were asked to prepare before class using materials, such as podcasts, instructional videos, and electronic flash cards that could be accessed through handheld technological devices such as iPods or iPhones. During class time, the learning became student-centered, incorporating cooperative problem solving and discussions. The authors collected data on the students by having them comment on the use of handheld technological strategies, and found that overall the students had a positive attitude towards learning the material, preparing for class, and using technology as a means of assisting them in the learning process.
The results of this study are valuable to educators because the use of technology as a means of preparing students for working through and understanding concepts in organic chemistry appeared to be successful for both the instructors and the students. By allowing students to access key information easily and before class time, the students were able to watch the videos at their own pace, therefore increasing overall understanding of the information and engagement with the content.