Teaching Introductory Chemistry Online
The Application of Socio-Cognitive Theories to Improve Students’ Learning Outcomes
Bibliographic Data
| ID | 22045697 |
|---|---|
| Authors | Manyu Li (0000-0002-8324-5868, University of Louisiana at Lafayette, corresponding author), Yu Wang (0009-0005-4222-2626, University of Louisiana at Lafayette, corresponding author), Heather Stone (0000-0002-0462-6030, University of Louisiana at Lafayette), Nadia Turki (0009-0005-5335-8828, University of Louisiana at Lafayette) |
| Year | 2021 |
| Volume | 11 |
| Issue | 3 |
| Pages | 95 |
| Publication date | 2021-02-27 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci11030095 |
| OpenAlex | W3133794752 |
| Language | EN |
| Citations received | 4 |
| References cited | 45 |
The purpose of this randomized experimental study is to apply two socio-cognitive models to understand possible ways to improve students’ learning outcomes in an online introductory chemistry learning environment. Specifically, the social presence theory suggested that students’ sense of relatedness and learning motivation can be increased by a real or imagined interaction with others. On the other hand, self-regulated learning theory and self-determination theory both suggested that students learn best when they direct their focus to self, rather than others. Using these two theoretical perspectives as the basis, two experimental conditions (social presence vs. self-regulated) were developed in the context of chemistry learning. Participants of the study were randomly assigned to one of the experimental conditions. Both groups were presented with a pre-test, an online micro-lecture on balancing equations, i.e., a subtopic of stoichiometry, and a post-test. Linear mixed model analysis revealed that participants in the self-regulated learning condition had higher improvement in quiz scores than had participants in the social presence condition. Implications of the study and future directions were discussed
Cognition · Learning theory · Mathematics education · Metacognition · Social cognitive theory · Impact of Technology on Adolescents · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology · Social Psychology · Ecology
Perspectives of secondary school teachers on the strengths and limitations of digital mathematics textbooks
Critical factors affecting the participation of mathematics teachers in professional development training
A meta‐analysis of effects of self‐directed learning in online learning environments
A meta-analysis of the efficacy of self-regulated learning interventions on academic achievement in online and blended environments in K-12 and higher education
Motivation and Education
Effects of self-assessment on self-regulated learning and self-efficacy
Engaging online learners
Learning in Moocs
The Abbreviated Math Anxiety Scale (Amas)
The Imagined Contact Hypothesis
Social presence, trust, and social commerce purchase intention
A national experiment reveals where a growth mindset improves achievement
The Challenges of Online Learning
Conceptualizations of Intrinsic Motivation and Self-Determination
Motivation in online learning
A Review of Self-regulated Learning
Attaining Self-Regulation
Statistical power analyses using G*Power 3.1
Fitting Linear Mixed-Effects Models Using lme4
Categorical data analysis
Intrinsic Motivation and Self-Determination in Human Behavior
Implicit motives and basic psychological needs
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
The need to belong
| Unique citing works | 4 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |