![]() ![]() The purpose of this study was to gain insights from the teachers teaching in a paperless classroom and to learn about the benefits and challenges of teaching and learning in such an environment. In this school, handwriting and reading on paper were restricted. Overall, we can conclude that universal access to technology, creating community using videoconferencing software, and intentional pedagogical choices to incorporate active learning created a positive learning environment for students.Īim/Purpose This study took place in a school with a "paperless classroom" policy. Coupling active learning instruction with the Zoom video conferencing platform allowed students to connect with the instructor and other students this was highly valued by our students. Survey responses suggest that students appreciated the structure provided by scaffolded course materials and synchronous class meetings, which helped keep them engaged in their chemistry courses. Our continued use of this technology eased the transition for both faculty and students by promoting course continuity and decreasing the cognitive load imposed by the transition. ![]() At Merrimack College, all faculty and students have iPads and Apple Pencils, and the members of the Department of Chemistry and Biochemistry have incorporated this mobile technology into all of our course offerings. To address the unique challenges posed by the remote teaching and learning modality, our department used mobile technology to adapt empirically validated instructional strategies for use in our remote courses. During the Spring 2020 semester, many institutions abruptly transitioned their courses from face-to-face instruction to remote learning in response to the COVID-19 pandemic. ![]()
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