![]() In the presence of a fixed applied external magnetic field, the nuclei align either with the greater populated lower energy α spin state or with the higher energy β state. Not to be outdone by the electron, the nuclei of some important atoms, e.g., 1H, also have allowed spin states, either +1/2 (alpha) or −1/2 (beta). In a web-based environment this proves to be even more challenging. These models, whilst applicable in a behaviourist environment, are not serving instructional designers well when the theoretical foundation for the subject outcomes is based on a constructivist approach to learning, since the constructivist group of theories places less emphasis on the sequence of instruction and more emphasis on the design of the learning environment. Since the mid sixties, the trend for both on-campus teaching and teaching at a distance has been to use behaviourist instructional strategies for subject development, which rely on the development of a set of instructional sequences with predetermined outcomes. Alternate delivery methods in many universities have utilised web-based instruction as a basis for this move because of three perceptions: access by the target market is reasonably significant, it is a cost-effective method of delivery, and it provides global access. ![]() ![]() As the government has adopted the 'user-pays' principle, universities have been forced to look outside their traditional market to expand the undergraduate, post-graduate and international offerings. Into learning as well as promoted their conceptual understanding.Īustralian universities have traditionally relied on government funding to support undergraduate teaching. In addition, the students agreed that giving and getting feedback from peers incorporated with the assistance from instructor, deeply engaged them The study resulted that the students obtained the transitional score during the learning activities averaged 17.95 (SD=2.11) and the learning achievement score averaged 24.45 (SD=5.88) as the E1/E2 effectiveness of the T5 learning activities of NMR spectroscopy was 71.80/69.86. 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. Regular lecture-based teaching approaches sometimes fail to enhance students' understanding of some practice-based chemistry topics such as Nuclear Magnetic Resonance (NMR) spectroscopy.
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