Implementation and Evaluation of an Online Course to Enhance Teaching Practice in Laboratory Classes in Higher Education

Claire McDonnell,1 Natasa Brouwer, Mauro Mocerino,
Iwona Maciejowska & Gunther Fleerackers,
(1. School of Chemical & Pharmaceutical Sciences,
Dublin Institute of Technology, Ireland)
Biennial Conference on Chemical Education,
31st July 2018
@clairemcdonndit, claire.mcdonnell@dit.ie
Implementation and Evaluation of
an Online Course to Enhance
Teaching Practice in Laboratory
Classes in Higher Education

Online Course to enhance teaching practice in undergraduate laboratory classes
BCCE 2018, University of Notre Dame, July 31st
Outline
• Rationale for online course development (who
and why)
• Course structure and design
• Pilot implementation (November 2017- January
2018)
• Evaluation – engagement, surveys, reflections,
discussions
• Next implementation and changes planned
2

Who designed the course?
European Chemistry Thematic Network (ECTN)
Working Group on
Lecturing Qualifications and Innovative Teaching Methods
ECTN has over 120 member institutions in 30 European countries
http://ectn.eu/
-It previously received European Union grant support (1995 –
2015) for projects (e.g. methods of teaching, chemical legislation,
chemistry in cultural heritage, employment of chemistry
graduates, online learning, chemistry entrepreneurship).
-Included one week summer school for Newly Appointed
University Chemistry Teaching Staff (NAUCTS) in 2005-8
(http://www2.chemia.uj.edu.pl/dydaktyka_a/SummerSchool.pdf )
3

Who designed the course?
European Chemistry Thematic Network (ECTN)
Working Group on Lecturing Qualifications and Innovative
Teaching Methods
Core development team
• Natasa Brouwer (Working Group chair, University of Amsterdam)
• Iwona Maciejowska, (Jagiellonian University in Krakow, Poland),
• Claire McDonnell (Dublin Institute of Technology, Ireland)
• Mauro Mocerino (Curtin University, Perth, Australia)
• Gunther Fleerackers (University College Leuven-Limburg, Belgium)
- With input from Dr Bill Byers also
4

Why design the course?
Laboratory teachers have a
huge impact on students’
growth as chemistry
professionals
(Rice, Thomas and O'Toole, "Tertiary
Science Education in the 21st Century“, 2009)
… therefore it’s important to
ensure teaching & learning in
the lab
is effective
(Dotger, S., 2010. Journal of College Science Teaching,
39(3), 71-76; O'Neal, C., Wright, M., Cook, C.,
Perorazio, T., & Purkiss, J. 2007. Journal of College
Science Teaching, 36(5), 24-29)
5

Why design the course?
Some initial research was undertaken by asking 40 lecturers from
16 institutions in 8 countries;
Students in one institution were then surveyed (150 responses) and
there were three issues they identified in common with lecturers;
- time management
- group work difficulties
- anxiety about common lab activities (e.g. working with a Bunsen
burner, concentrated acids)
(for further details, see Brouwer, N., Fleerackers, G., Majcen, N. H., Maciejowska,
I., McDonnell, C., & Mocerino, M. (2017). VIRT&L-COMM, 10, 10-2016.
http://services.chm.unipg.it/ojs/index.php/virtlcomm/article/view/148 )
6
What are the most important learning
problems experienced by students in lab
classes at your institution?

Aims
Target: Chemistry laboratory classes in higher education
• improve teaching practice of
newly appointed lecturers
• promote active learning methods
and reflection on teaching
• By developing an online course
for teaching staff
• 6 modules
• 6 weeks long,
• 2 hours of work per module
7

Online Course Development Path
• ECTN General Assembly Gdansk 2016: Learning Outcomes framework defined.
2016 -17
• Regular online meetings of the core development team (video conference
every two weeks)
• Establishing theoretical framework and literature background
• Published position paper
(http://services.chm.unipg.it/ojs/index.php/virtlcomm/article/view/148 )
• ECTN General Assembly Malta 2017: design and structure presented
2017 -18
• Regular online meetings of the core development team (every two weeks)
• Selection of MOOC platform: Coursera
• Development of content, learning activities, assignments
• Pilot ran from December 2017 – February 2018:
Small Private Online Course (SPOC)
• Evaluation
8

SPOC Structure– pilot Dec 2017
Teaching in University Science Laboratories
(Developing Best Practice)
• Module 1: Welcome and Introduction
–Why are labs important?
• Module 2: Learning Theories in Practice
• Module 3: The Good Laboratory Teacher
- Tips and Strategies
• Module 4: Giving Instructions &
Questioning Skills
• Module 5: Assessment and Feedback
• Module 6: Reflection & Course Evaluation
Christmas break of 3 weeks incorporated between modules 2 and 3
9

Example of Content
Module 2: Learning Theories in Practice
Learning Outcomes:
1. Document the key intended learning outcomes for a laboratory
class that you teach
This is addressed in the 1st activity (quiz) & the peer review activity
at the end
2. Describe learning theories that apply to lab work
This is addressed in the 2nd activity (discussion prompt on
threshold concepts) & the 3rd activity (reflective question on
Johnstone’s Triangle) & the peer review activity at the end
3. Give examples of how to integrate theory into lab sessions
This is addressed in the peer review activity at the end
10

ECTN Working group Lecturing qualifications and Innovative teaching methods
ECTN General Assembly, Prague, April 20-22 2018
Example of Content
Module 2 Structure:
- Introductory video (2 mins)
- Guidance on writing clear learning outcomes and Quiz on
identifying learning outcomes in the lab (LO 1)
- Reading on threshold concepts and Discussion Prompt about
participant’s own context (LO 2)
- Reading on Johnstone’s Triangle and Reflective Question on
reviewing own institution’s guidelines for a practical to identify
‘macro’, ‘formal’ and ‘submicro’ representations (LO 2)
- Peer Review Assignment (LOs 1, 2 & 3):
Using ideas presented in this module (learning outcomes, levels of chemistry
representations and threshold concepts), propose how you might connect /
link chemistry theory and practice during your chemistry labs by giving a
suitable example. Then comment on examples provided by other
participants. (300 to 700 words)
11

ECTN Working group Lecturing qualifications and Innovative teaching methods
ECTN General Assembly, Prague, April 20-22 2018
Example of Content
Peer Review Grading Criteria:
-inclusion of a properly worded learning
outcome
-recognition of a student's problem related
to the gap between theoretical background
and practical work. This should include
reference to a threshold concept and / or
Johnstone's triangle as they apply to the
problem identified.
-an effective proposal on how to
overcome/deal with the issue identified (a
chain of learner activities with teacher
prompts/explanations).
12

Data on Course Participants
– pilot Dec 2017
Teaching in University Science Laboratories
(Developing Best Practice) SPOC
13
• Applicants: 88 (14 countries)
• Started: 77
• Age: 25 – 51, average 34.5 years old
• Female : Male ratio = 70:30
• Teaching areas: Chemistry,
Biochemistry, Biology
• Completed (certificate): 29
of whom;
- 11 participants > 5 years teaching
experience
- 8 participants > 2 < 5 years
- 5 participants < 2 years
Applicants

Evaluation Survey (n = 23)
Q 1: Good structure
Q 2: Clear goals set
Q 3: Reading material useful
Q 4: Got new ideas
Q 5: Relevant assignments
Q 6: Enjoyed attending
Q 7: Recommend to others
14

Teacher’s Beliefs & Intentions
Towards Teaching Survey
• 30 participants completed pre – course and 11 completed post –
course.
• Likert scale, 32 statements focussed on learning facilitation or
knowledge transmission – Norton et al. (2005)
• Descriptive / qualitative analysis of this data undertaken
• Classification of responses as student centred, teacher centred or
student and teacher centred - Rienties et al. (2013)
- Norton, L., Richardson, T. E., Hartley, J., Newstead, S., & Mayes, J. (2005).
Teachers’ beliefs and intentions concerning teaching in higher education. Higher
education, 50(4), 537-571.
- Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online
professional development on higher education teachers' beliefs and intentions
towards learning facilitation and technology. Teaching and teacher education, 29,
122-131.
15

Classification as student centred,
teacher centred or student &
teacher centred approach
16
Rienties et al. study (2013)
(n = 33)
Pre Course (n = 30)
Teacher Centred (24%) Teacher Centred (7%)
Student-Centred (40%) Student-Centred (47%)
Student & Teacher-centred (36%) Student & Teacher-centred (47%)
Post Course (n =11)
Student centred – 6 (55%)
Student & teacher centred – 5 (45%)
One participant changed from student & teacher centred to
student centred; rest remained the same

Pastoral interest was not as
much of a priority initially
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Pre Course Results on Pastoral Interest
Beliefs:
Learning
facilitation:
Pastoral
interest 11,20
Intentions:
Learning
Facilitation
Pastoral
interest 5,13
11. A good teacher / instructor is one who recognises the personal needs of their students.
20. Good teachers / instructors should have a genuine interest in their students' well-being.
5. I try to put into practice my belief that an important part of teaching is keeping in touch with
students' problems.
13. I try to show that I am concerned with my students' well-being.

Post Course – Pre Course Responses
on Pastoral Interest (n = 11)
18
-1.500
-1.000
-0.500
0.000
0.500
1.000
1.500
2.000
2 12 13 17 21 23 24 25 26 27 28
Post Course - Pre Course Survey Results on Pastoral Interest
Beliefs: Learning
facilitation: Pastoral
interest 11,20
Intentions: Learning
Facilitation Pastoral
interest 5,13

Changes for Next Iteration of
Online Course (Nov 2018)
Based on survey responses, reflections and discussions in one
university
• Continuity: No break for Christmas – start earlier
• Order: Switch module 2 (Learning Theories in Practice) and 3 (The Good
Laboratory Teacher - Tips and Strategies)
• Video quality needs to be improved. (€ € €)
• The course takes too much time in places:
• Add summaries of papers - as text or video ( € € €)
• Reduce discussion prompts (max. 2 per module)
• Module 5: add some more examples of rubrics
• Context: Add examples from Physics and Biology for Johnstone’s Triangle
and Threshold Concepts. Bring participants together who have similar
interests to improve peer-review experience (if possible)
19

Useful Aspects of the Course
20

Next Iteration of the Course
• Starts 12th November 2018
• The course is targeted at relatively inexperienced
university teachers who teach on lab courses.
• To apply, please fill in the application form at;
http://ectn.eu/work-groups/lecturing-qualifications-and-
innovative-teaching-methods/online-course-for-lecturers/
• Please spread the word!
• @clairemcdonndit
21

Example of Use of SPOC in One University
Jagiellonian University in Krakow, Poland
• 2 ECTS (40 learning hours)
• Nov 27th 2017 – Jan 31st 2018
• Initial and final face to face sessions were added
• 19 participants enrolled: 6 lecturers and 13 PhD
students
• 16 completed (84%)
• Assessment criteria:
5 assignments, peer assessment, posts in 75% of
discussions
22

Feedback from Implementation of
SPOC at Jagiellonian University
Evaluation Feedback:
• Majority of topics in the course were new for participants
• Because English was not their first language & they had
usually not encountered the educational/pedagogy related
terms and concepts before, participants needed much more
time than proposed
• The majority of participants still felt the course was valuable
to them however
23

Feedback from Implementation of
SPOC at Jagiellonian University (2)
• Concepts were difficult for participants: threshold concept,
Johnstone triangle, rubrics. Preparation of a small,
dictionary with the most common pedagogical terms was
suggested (many of them don't have direct Polish
translations though)
• More examples based on science/chemistry education
practice would help with understanding pedagogical
concepts
• A Community of Learners was established - every week
some lecturers (from the some departments) discussed in
groups new knowledge, questions and assignments –
sometimes on Skype on Sunday nights and lunch breaks
24

Conclusions
• Positive evaluations from participants
• Valuable feedback on modifications for next iteration
• Some funding would address video quality & increase
video / text ratio
• Pre course survey showed higher proportion using
student centred approach than anticipated
• Pastoral interest responses will be monitored in next
iteration
25

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