Distance Learning: A Viable Alternative to the Conventional Lecture-Lab Format in General Chemistry

Casanova, Ruby S.; Civelli, Jennifer L.; Kimbrough, Doris R.; Heath, Barbara P.; Reeves, J.H.

doi:10.1021/ed083p501

Cited by 73 publications

(93 citation statements)

References 3 publications

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“…Nevertheless, a number of studies in various disciplines have reported results suggesting that a virtual or at-home laboratory can be comparable to the traditional laboratory in terms of learning outcomes (Casanova et al 2006;Dobson 2009;Feig 2010). Brinson (2015) completed a comprehensive review of empirical studies comparing the effectiveness of traditional and nontraditional (online) labs, using a model he developed for categorizing learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Efficacy of Online Laboratory Science Courses

et al. 2017

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The overall goal of this study was to evaluate student experiences in online laboratory courses in order to inform the design and improvement of lab activities in a distance education program. Students were surveyed about their satisfaction and perceptions of usability and learning in both hands-on (at home) and computer-based simulation (virtual) labs in a variety of natural science courses. We also attempted to evaluate the effectiveness of several online chemistry courses taught with either hands-on kits or virtual laboratory activities, and examined the performance of students concurrently enrolled in lecture and laboratory chemistry courses versus those enrolled in a lecture only courses. The majority of survey respondents felt their online laboratory experience was the same as or better than their prior experiences in the traditional setting. Survey data also show that students believe their laboratory experiences reinforced and improved their understanding of concepts presented in lectures and the textbook, and thus may have helped them perform better on course assessments. Our data on performance suggest that students enrolled in online science courses do as well or better than their peers enrolled in traditional courses. The data also suggest that students who take lecture and laboratory concurrently outperform their lecture-only peers, independent of course (i.e., general or organic chemistry) or delivery method (i.e., online or traditional).

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Section: Introductionmentioning

confidence: 99%

Efficacy of Online Laboratory Science Courses

et al. 2017

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“…Several academic institutions have adopted this approach by successfully developing and offering these laboratory experiences for their distance general chemistry students in B.Sc. programs (Casanova, Civelli, Kimbrough, Heath, & Reeves, 2006;Jeshofnig & Jeshofnig, 2011;Kennepohl, 2007;Lyall & Patti, 2010).…”

Section: Introductionmentioning

confidence: 99%

First year chemistry laboratory courses for distance learners: Development and transfer credit acceptance

Brewer

Cinel

Harrison

et al. 2013

IRRODL

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In delivering chemistry courses by distance, a key challenge is to offer the learner an authentic and meaningful laboratory experience that still provides the rigour required to continue on in science. To satisfy this need, two distance general chemistry laboratory courses appropriate for Bachelor of Science (B.Sc.) students, including chemistry majors, have been recently developed at Thompson Rivers University. A constructive alignment process was employed which clearly mapped learning outcomes and activities to appropriate assessment tools. These blended laboratory courses feature custom home experimental kits and combine elements of online and hands-on learning. The courses were designed for flexible continuous enrollment and provide online resources including tutor support, instructional videos, lab report submission, and student evaluation. The assessment of students includes laboratory reports, safety quizzes, reflective journaling, digital photo documentation, and invigilated written and online practical exams. Emphasizing the quality and rigour in these distance laboratory learning experiences allowed both courses to be accepted for B.Sc. transfer credit by other institutions, an important criterion for students. This paper will outline the design and development process of these new blended laboratory courses, their course structures and assessments, and initial student results.

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“…In addition, they recommended that virtual laboratories be used under conditions of overcrowded classrooms, when tutoring is limited and there is a lack of coordination between the lecture and laboratory materials. Although virtual laboratories can be expensive and time‐consuming to create, they can provide students with experiments that can be repeated as often as necessary, from any location, at no additional cost in resources or personnel (Casanova and others ). Although virtual lab exercises may teach the concepts that a traditional lab also seeks to impart, some educators feel that students who are only exposed to virtual labs do not gain critical hands‐on familiarity with laboratory techniques as compared to students who have traditional science lab experiences (Carnevale ).…”

Section: Introductionmentioning

confidence: 99%

A Comparison of the Degree of Student Satisfaction using a Simulation or a Traditional Wet Lab to Teach Physical Properties of Ice

Crandall

O’Bryan

Killian

et al. 2015

J of Food Science Edu

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It is often difficult to offer food chemistry students traditional, hands‐on laboratory experiences due to lack of funds for equipment, insufficient laboratory space, or the nature of distance education. A traditional wet laboratory exercise was developed to demonstrate the effects of the physical properties of ice formation when making high‐quality sorbets, varying the amounts of sugar, water, and stabilizer. This wet lab was compared to a simulated, detective‐based crime scene investigation (CSI) of why a famous food scientist's sorbet had become a “stiff.” Forty‐six food chemistry students were randomly assigned to groups, completing either the traditional wet lab or the simulated lab 1st before completing the 2nd type of laboratory. While there were preferences for one lab over another, there were no differences in the learning outcomes between the 2 laboratory formats. Students who preferred the simulated lab felt they could move at their own pace and were able to stop and review the simulation to understand the concepts more clearly. Traditional wet lab proponents liked working in groups and having immediate access to instructors. From the initial evaluation it appears that simulations could be used as replacements for hands‐on laboratory experiences or could serve as effective introductions to laboratory principles and concepts, resulting in increased student learning.

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Distance Learning: A Viable Alternative to the Conventional Lecture-Lab Format in General Chemistry

Cited by 73 publications

References 3 publications

Efficacy of Online Laboratory Science Courses

Efficacy of Online Laboratory Science Courses

First year chemistry laboratory courses for distance learners: Development and transfer credit acceptance

A Comparison of the Degree of Student Satisfaction using a Simulation or a Traditional Wet Lab to Teach Physical Properties of Ice

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