The Use of E-Resources and Innovative Technology in Transforming Traditional Teaching in Chemistry and its Impact on Learning Chemistry

The Use of E-Resources and Innovative Technology in Transforming Traditional Teaching in Chemistry and its Impact on Learning Chemistry

Chemistry

Moodle

e-learning

clicker

augmented reality

Chemistry is often perceived as being a dry and boring science subject, probably because of traditional teaching method, static textbook, lack of interactivity and difficulty in visualization of the abstract chemical concepts. E-learning resources (e-resources) and the utilization of technology have become one of the major trends in education, replacing the conventional textbook and traditional talk and chalk teaching method. A study was undertaken to assess students’ perceptions of the impact of the e-resources and technology on various aspects of their learning. Data were collected through a questionnaire involving 28 undergraduates, who were taking first-year Chemistry course in Taylor’s University, Malaysia. A Moodle e-Learning platform was made available to the students, where the students can assess e-resources anytime and anywhere. Innovative technologies such as mobile clicker, simulation and augmented reality (AR) were integrated into classroom instruction. Most of the students found the e-resources provided useful and well prepared them for the assessments in the course. Their understanding and ability to answer questions had improved. They were motivated to study the subject because it was more interactive and engaging. Overall findings showed that these e-resources and innovative technologies gave positive impact on students learning in chemistry.

Hsiung, Wong Yau

International Journal of Interactive Mobile Technologies (iJIM); Vol. 12 No. 7 (2018); pp. 86-96

1865-7923

International Association of Online Engineering (IAOE), Vienna, Austria

2018-11-08

Copyright (c) 2018 Wong Yau Hsiung

application/pdf

eng

info:eu-repo/semantics/article

info:eu-repo/semantics/publishedVersion

Peer-reviewed Article