5/17/2023 0 Comments Inmr student![]() ![]() The individual and group tasks were designed as higher-order cognitive skills to engage students in the corresponding concepts. ![]() The students were requested to follow the following steps for each T5 learning activity: 1) self-study on the prepared learning resources and then complete an individual task, 2) give feedback and evaluate three anonymous peer tasks, 3) modify individual task and evaluate feedback from peers, 4) discuss on group member tasks and then complete a team task by group of three and evaluate each group member effort, and 5) get feedback from instructor to fulfill understanding and to correct alternative conceptions. Forty-nine Chemistry students enrolled in the “Spectroscopic Methods for Chemical Identification” course in the first semester of 2009 were purposively selected as a sample group. This research was aimed to enhance students’ learning achievement of NMR spectroscopy by using learning activities (4 activities, 12 hours) based on T5 model via online D4L+P system. The student evaluation of the T5 NMR learning environments revealed that they agreed that peer feedback with instructor facilitation engaged them in deep learning and effectively promoted their conceptual understanding. In addition, the implementation of T5-D4LP NMR course in each year during 2010-2012 showed that the students achieved high score (about 70%) in the NMR topics. ![]() The result showed that the students obtained post-achievement NMR score (mean 24.25, SD 4.80) statistically significantly higher than pre-achievement score (mean 12.29, SD 1.69) at p-value of 0.05. The students were requested to participate in the following online processes in each environment: 1) complete an individual task, 2) provide feedback and evaluate three anonymous peer tasks, 3) adjust their individual task and evaluate peer feedback, 4) complete a team task and evaluate the effort of each group member, and 5) get feedback from instructor to fulfill understanding. Four different NMR learning environments based on T5 learning models were developed. ![]() A new task-based approach called the T5 learning model was introduced for 48 students studying NMR in the Spectroscopic Methods for Chemical Identification course in 2011. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.Regular lecture-based teaching approaches sometimes fail to enhance students' understanding of some practice-based chemistry topics such as Nuclear Magnetic Resonance (NMR) spectroscopy. You are strongly advised to ensure that coursework is submitted by the relevant deadline. The University policy statement on penalties for late submission can be found at: where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days.The Support Centres will apply the following penalties for work submitted late: Penalties for late submission, and the associated procedures, which apply to Postgraduate Flexible programmes are specified in the policy “Penalties for late submission for Postgraduate Flexible programmes”, which can be found here: The below information applies to students on taught programmes except those on Postgraduate Flexible programmes. ![]()
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