Reducing the prior-knowledge achievement gap by using technology-assisted guided learning in an undergraduate chemistry course.

ABSTRACT: There have been many practical obstacles for teachers to implement evidence-based educational technology, especially in STEM classrooms. By implementing learning principles related to Cognitive Load Theory, we developed an innovative Technology-Assisted Guided Learning (TAGL) approach and its web-based instructional tool, combining expertise from educational research and best teaching practices to enhance guided student-centered learning in chemistry. A total of 185 community college students were randomly assigned to learn stoichiometry through either TAGL or one of two active control interventions, traditional direct instruction and Khan Academy, a widely used web learning platform. We found that the TAGL group significantly outperformed both active control groups immediately after instr

SUBMITTER: Lou AJ 

PROVIDER: S-EPMC8336302 | biostudies-literature | 2020 Mar

REPOSITORIES: biostudies-literature