Information and Communication Technology and the improvement of knowledge: Case of the chemical thermodynamics Azzedine Abbaci Centre de Télé-enseignement et Faculté des Sciences, Laboratoire de Synthèse et de Biocatalyse Organique, Université Badji Mokhtar, BP 12, Sidi-Amar, Annaba, Algeria : Azzedine Abbaci Centre de Télé-enseignement et Faculté des Sciences, Laboratoire de Synthèse et de Biocatalyse Organique, Université Badji Mokhtar, BP 12, Sidi-Amar, Annaba, Algeria :

Summary 04/02/13 What do we mean by E-Learning/Distance Learning? E-Learning and Distance Learning benefits Online course conception steps Posting an online course

What do we mean by E-Learning? E-learning The use of the Internet and related technologies for the development, distribution and enhancement of learning resources Provides learners and professional with skills for career advancement, enabling busy people to learn new technologies Experts believe it to be the fastest growing education industry, expected to be the main way of learning. 04/02/13

Distance Learning benefits  Flexibility in Time and Location  Media-rich o Easier to understand & more engaging  Repeatable As many times as you like  Easier to monitor progress less administrative work can be more precise  Easy information updating 04/02/13

An online course 04/02/13  It is not only : Textual online notes and course; An online PowerPoint production.  But also: A complete educational reflexion about the course ; A definition of an educational scenario taking into account the context; An educational ressources design by placing the learner in an actif mode A defined educational environment favorizing interactivity An online formative evaluations A presential sommative evaluations A tremendous time engagement

Online course Development steps 6 Problem Analysis Course Learning objectives 2 Through a questionnaire survey, check whether there is a real training need, mobilizing idea; insertion condition analysis; public target; expected benefits. Course Learning objective, general objective that enclose several competence and the specific objectives related to one competence. This step aim is to identify the knowledge to be attained and the necessary attitudes to attain the objectives. Content structure 3 Learning scenario description 4 Learning scenario related to the course is formulated to each knowledge; a definition, examples as well as auto evaluations. 5 Website/Course development 6 Assessment and validation Learning activity and objectives definition; table of learning contents and the course elements. Test and validation; necessary improvement; Content and structure 1

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Methodology 8  Three chapters for the chemical thermodynamics course were chosen as a theme of this experiment due to their importance and their places in the program as well as into the various department programs.  Participants  The participants number was 20 students chosen among the registered as senior students in the department. Total number of students MaleMean AgeFemaleMean AgeScoresExperience /ITC 17/Present promotion Max.=18; Min.=06; Moy.=9.7,;SD= /Witness Promotion Max.=18; Min.=02 Moy.=8.48;SD=6.4 00

Data scores for the two promotions 9 Present promotion 2007/2008 Witness promotion 2006/2007

Procedures The experiment took place into three working stages:  The first stage of a single session was dedicated to questionnaires on the data such as the age, sex and experience in use.  Face to face contact session with the students during the first session in classroom with a brief ITC use presentation to the students who were informed about the objectives of the experiment  Invited to answer questionnaires without indicating their name and first name. A 25 minutes was sufficient to get their answers.  Knowing that these students were not currently enrolled in the thermodynamics course during the third year of their program. 04/02/13

The second stage dedicated to a questionnaire of initial knowledge (pre-test). 04/02/13

The third stage dedicated to the experiment itself. The students are asked to work in tutored sessions and solve a list of exercises on the various concepts of the thermodynamics, while consulting the chapter on the same theme and having the latitude to appeal to the tutor and working on the exercise individually. Every session lasted roughly of one hour and 1h30 min. 04/02/13

(a): Witness promotion (b): Studied promotion Percent Males/Females- a : Present promotion, b : Previous year promotion 13

Materials  CD-Rom containing the course Website and links to the first three chapter, exercises, MCQ, was handled to each student;  Course document: Three chapter on the mathematical tools for thermodynamics and the first three principle of thermodynamics;  Exercises: Three to four exercises on the previous chapters were proposed;  Multiple choice questions : With right answers accompanied with link to the corresponding chapters in case students fail the answers;  On table exam : To assess the acquired knowledge during the first semester. 14

Results  The analyses of the answers to the questionnaire on the data of age, sex and experience showed that the experimental parameters of the group studied by the current promotion (class) and that of the promotion(class) of the group witness were not significantly different in terms of age, sex, but disparities in term of experience of ICTE use and initial knowledge for which we had made efforts to inculcate to the present group students.  We present the results of the success for the performance realized in the first on table short-term examination, then we spread our recommendations to be adapted for the next promotions and what should be changed in the learning practices so as to allow future students (BACHELOR-MASTER-DOCTORAT) to obtain better scores. 15

Results and performance 1 st exam The individual score performed by every student was calculated on the basis of a scale of a 20 points maximum and reflecting the answers to the number of successful questions, on a total of 17 students of the current class. The observed minimum score was 06/20, the maximum of 18/20, and the average of 9.72 (SD=3.2), this has to be compared with the scores of the witness group witness of the promotion of the previous year, where the total number of the students of which was 20 and the observed minimum score was 02/20, the maximum of 18/20 and the average of 8.48 ( SD=6.4). The term is the score of the ith student whereas the term represents the average value of N scores. Tables 1 and 2 show the average scores of performance in two groups. 16

Conclusions and perspectives... Through this example, the results of this study show that the objectives expected by the use of the NTICE were reached. The statistical analyses of the data collected from the promotion(class) witness revealed a large dispersion ( SD=6.4) around the score average value. On the other hand the scores of more than 76 % of the students of the studied promotion are within the limits of the interval of a single standard deviation around the average score, which represents a net improvement with respect to the witness promotion (class). Through the given example, we tried to show that mediatized communication tools can be used in for vey specific purpose to produce positive results in an educational context. 17

General conclusions ICT and e-learning offers opportunity to raise educational standards in schools Large range of ICT tools are available for teaching and learning Closes the gap of “Digital Divide” Involvement of teachers and parents is important Higher education institution will need funding, access and training 04/02/13

Thank you for your attention 09/04/08