{"id":225,"date":"2023-04-16T09:24:37","date_gmt":"2023-04-16T16:24:37","guid":{"rendered":"https:\/\/blogs.ubc.ca\/jaceysmetcollection\/?p=225"},"modified":"2023-04-16T09:24:37","modified_gmt":"2023-04-16T16:24:37","slug":"reference-list-assignment","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/jaceysmetcollection\/2023\/04\/16\/reference-list-assignment\/","title":{"rendered":"Reference List Assignment"},"content":{"rendered":"

Research question:<\/strong> How can use of technology in university level science education increase student understanding of core concepts?<\/p>\n

Keywords:<\/strong> education* technology \u201cpost secondary\u201d; biology education* technology; education* technology university science; education* technology AND biology AND university OR post secondary OR tertiary AND understanding.<\/p>\n

Reference manager application:<\/strong> RefWorks<\/p>\n

 <\/p>\n

References<\/strong><\/p>\n

Bennett, S., Agostinho, S., & Lockyer, L. (2001). Technology tools to support learning design: Implications derived from an investigation of university teachers’ design practices. Computers and Education, 81<\/em>, 211-220. https:\/\/doi.org\/10.1016\/j.compedu.2014.10.016<\/a><\/p>\n

Borokhovski, E., Bernard, R. M., Tamim, R. M., & Schmid, R. F. (2001). Technology-supported student interaction in post-secondary education: A meta-analysis of designed versus contextual treatments. Computers and Education, 96<\/em>, 15-28. https:\/\/doi.org\/10.1016\/j.compedu.2015.11.004<\/a><\/p>\n

Dantas, A. M., & Kemm, R. E. (2008). A blended approach to active learning in a physiology laboratory-based subject facilitated by an e-learning component. Advances in Physiology Education<\/em>, 32<\/em>(1), 65-75. https:\/\/doi.org\/10.1152\/advan.00006.2007<\/a><\/p>\n

F\u00f6rster, M., Weiser, C., & Maur, A. (2001). How feedback provided by voluntary electronic quizzes affects learning outcomes of university students in large classes. Computers and Education<\/em>, 121<\/em>, 100-114. https:\/\/doi.org\/10.1016\/j.compedu.2018.02.012<\/a><\/p>\n

Goff, E. E., Reindl, K. M., Johnson, C., McClean, P., Offerdahl, E. G., Schroeder, N. L., & White, A. R. (2017a). Efficacy of a meiosis learning module developed for the virtual cell animation collection. CBE Life Sciences Education<\/em>, 16<\/em>(1), Article 9. https:\/\/doi.org\/10.1187\/cbe.16-03-0141<\/a><\/p>\n

Goff, E. E., Reindl, K. M., Johnson, C., McClean, P., Offerdahl, E. G., Schroeder, N. L., & White, A. R. (2017b). Variation in external representations as part of the classroom lecture: An investigation of virtual cell animations in introductory photosynthesis instruction. Biochemistry and Molecular Biology Education, 45<\/em>(3), 226-234. https:\/\/doi.org\/10.1002\/bmb.21032<\/a><\/p>\n

Henderson, M., Selwyn, N., Finger, G., & Aston, R. (2015). Students\u2019 everyday engagement with digital technology in university: Exploring patterns of use and \u2018usefulness\u2019. Journal of Higher Education Policy and Management<\/em>, 37<\/em>(3), 308-319. https:\/\/doi.org\/10.1080\/1360080X.2015.1034424<\/a><\/p>\n

Kara, Y., & Ye\u015filyurt, S. (2008). Comparing the impacts of tutorial and edutainment software programs on students\u2019 achievements, misconceptions, and attitudes towards biology. Journal of Science Education and Technology<\/em>, 17<\/em>(1), 32-41. https:\/\/doi.org\/10.1007\/s10956-007-9077-z<\/a><\/p>\n

Lowerison, G., Sclater, J., Schmid, R. F., & Abrami, P. C. (2006). Student perceived effectiveness of computer technology use in post-secondary classrooms. Computers & Education<\/em>, 47<\/em>(4), 465-489. http:\/\/dx.doi.org\/10.1016\/j.compedu.2004.10.014<\/a><\/p>\n

Makransky, G., Thisgaard, M. W., & Gadegaard, H. (2016). Virtual simulations as preparation for lab exercises: Assessing learning of key laboratory skills in microbiology and improvement of essential non-cognitive skills. PloS One<\/em>, 11<\/em>(6), Article e0155895. https:\/\/doi.org\/10.1371\/journal.pone.0155895<\/a><\/p>\n

Riffell, S., & Sibley, D. (2005). Using web-based instruction to improve large undergraduate biology courses: An evaluation of a hybrid course format. Computers & Education<\/em>, 44<\/em>(3), 217-235. https:\/\/doi.org\/10.1016\/j.compedu.2004.01.005<\/a><\/p>\n

Sadler, T. D., Romine, W. L., Stuart, P. E., & Merle-Johnson, D. (2013). Game-based curricula in biology classes: Differential effects among varying academic levels. Journal of Research in Science Teaching, 50<\/em>(4), 479-499. https:\/\/doi.org\/10.1002\/tea.21085<\/a><\/p>\n

Swan, A. E., & O’Donnell, A. M. (2009). The contribution of a virtual biology laboratory to college students’ learning. Innovations in Education and Teaching International, 46<\/em>(4), 405-419. https:\/\/doi.org\/10.1080\/14703290903301735<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Research question: How can use of technology in university level science education increase student understanding of core concepts? Keywords: education* technology \u201cpost secondary\u201d; biology education* technology; education* technology university science; education* technology AND biology AND university OR post secondary OR tertiary AND understanding. Reference manager application: RefWorks   References Bennett, S., Agostinho, S., & Lockyer, […]<\/p>\n","protected":false},"author":91368,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[12],"tags":[],"class_list":["post-225","post","type-post","status-publish","format-standard","hentry","category-etec-500"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/jaceysmetcollection\/wp-json\/wp\/v2\/posts\/225","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/jaceysmetcollection\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/jaceysmetcollection\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/jaceysmetcollection\/wp-json\/wp\/v2\/users\/91368"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/jaceysmetcollection\/wp-json\/wp\/v2\/comments?post=225"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/jaceysmetcollection\/wp-json\/wp\/v2\/posts\/225\/revisions"}],"predecessor-version":[{"id":226,"href":"https:\/\/blogs.ubc.ca\/jaceysmetcollection\/wp-json\/wp\/v2\/posts\/225\/revisions\/226"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/jaceysmetcollection\/wp-json\/wp\/v2\/media?parent=225"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/jaceysmetcollection\/wp-json\/wp\/v2\/categories?post=225"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/jaceysmetcollection\/wp-json\/wp\/v2\/tags?post=225"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}