Professor Michael Seery
Research interests focusses on two areas:
1. Supporting Student Learning
This work explores the use of online learning resources that students use in preparing for and reviewing lectures and laboratory work. Of interest is the relationship of students??? study patterns with the use of e-resources, in order to gain intelligence on the value and usefulness of supporting resources we provide to students. We are interested in student learning journeys, and exploring usage through the emerging field of learning analytics.
2. Laboratory Education
The laboratory plays a central role in chemistry education and is the major point >of contact with students. Work here focusses on how students prepare for laboratory classes, as well as the design of the laboratory curriculum to promote inquiry and develop an understanding of the nature of science. A current project is based on micro-accreditation of laboratory skills.
- Michael Seery and Christine O’Connor, E-learning and Blended Learning in Chemistry Education, in Chemistry Education: Best Practices, Innovative Strategies and New Technologies, Javier Garcia-Martinez, Elena Serrano-Torregrosa, (Eds), Wiley-VCH, 2015
- M. K. Seery, H. Y. Agustian, E. D. Doidge, M. M. Kucharski, H. M. O’Connor and A. Price, Developing laboratory skills by incorporating peer-review and digital badges, Chemistry Education Research and Practice, 2017, DOI: 10.1039/C7RP00003K (free access). See Project Website here.
- A. M. Farrell and M. Seery, Making chemical language easy, Education in Chemistry, 2016, September (free access)
- M. Seery, Learning to write in chemistry, Education in Chemistry, 2016, March (free access).
- M. K. Seery, Student Engagement with Flipped Chemistry Lectures, Journal of Chemical Education, 2015, 92 (9), pp 1566–1567.
- M. Seery, Putting chemistry in context, Education in Chemistry, 2016, November (free access).
- M. K. Seery, Flipped learning in higher education chemistry: emerging trends and potential directions, Chemistry Education Research and Practice, 2015, 16, 758-768 (open access).
- M. K. Seery and R. Donnelly, The implementation of pre-lecture resources to reduce in-class cognitive load: A case study for higher education chemistry, British Journal of Educational Technology, 2012, 43(4), 2012 667–677.