Online pre-laboratory tools for first-year undergraduate chemistry course in Uruguay: student preferences and implications on student performance

Abstract

As a fundamental part of their chemical education, first-year undergraduate students are substantially involved in laboratory activities. Despite the specific teaching staff choices on the main laboratory aims, students normally receive a vast amount of information during these activities. Apart from understanding theoretical content, fundamental skills such as manipulation, data collection and interpretation should be developed. In this context, learners could feel overwhelmed since they can only process a few pieces of information at a time. Indeed, our experience at theUniversidad de la República(Uruguayan public university) shows that many first-year students are in fact not able to cope with all the information they receive during laboratory activities. As a result, many of them only follow the experimental protocol automatically, without gaining significant knowledge or developing the necessary skills. In this work, we assessed the use of new online interactive pre-laboratory activities implemented for 252 first-year university students enrolled in a 12-module General Chemistry laboratory course. The student choice of interactiveversusmore traditional material was evaluated together with observed preferences regarding the different interactive tools offered. Besides, an online pre-laboratory discussion forum was also implemented and assessed. Both the interactive material and the discussion forum were chosen freely by the majority of students (61% and 79%, respectively). Interestingly, the choice was to some extent modulated by student previous performance. Interactive pre-laboratory material was more frequently chosen by low previous performance students, whereas pre-laboratory forum was preferentially used by high previous performance students. Finally, the influence of these new materials on student laboratory performance was statistically analyzed. Other personal and academic variables were also taken into account. Interactive material access was positively correlated with the final laboratory marks for medium previous performance learners. On the other hand, for lower previous performance students, the academic discussion between teachers and partners promoted by the online forum was positively correlated with their academic performance.

Student Experiences of Practical Activities During the COVID-19 Pandemic

“…Both student cohorts seemed to miss having a lab partner to a similar extent. The data strongly suggests that in-lab experiences should be prioritised for Y1 students, who are less familiar with the specialised equipment and the principles of engineering experimentation [20], as well as time-management and independent working skills.…”

Online in No Time: Design and Implementation of a Remote Learning First Quarter General Chemistry Laboratory and Second Quarter Organic Chemistry Laboratory

“…6 Manuals, technique videos, readings, and instructor videos were already embedded in the ELN, LabArchives, and/or the learning management system, Canvas. [7][8][9][10][11][12][13][14][15][16][17][18][19][20][21][22] Prelaboratory work consisted of online homework and completion of select portions of the ELN. 10,13,23,24 During the laboratory session, students also utilized the ELN to enter procedures, observations, and data.…”

“…25 Additionally, we had an existing means of communication with students through the message board, Piazza. 13,[26][27][28][29] Finally, we recognized we could compile authentic experimental data from the student ELNs of previous iterations of the courses.…”

Adoption of online multimedia resources in a general chemistry laboratory course context: A case study

“…Pre-laboratory activities, including multimedia components that provided procedural information of the experiments were found to support some users' preparation routines and needs. In a study by Veiga et al (2019), online pre-laboratory tools with interactive, audio and visual characteristics were options chosen by more than half of the students; Figure 6. Relationship between barriers and associated problems.…”

“…Different studies elucidated the importance of the role of preparation in laboratory instruction by indicating the experiential enhancement of the laboratory environment (Chittleborough et al, 2007), reaching the aims and covering the required content of laboratory work, flexible study means that promote engagement with practices (Jolley et al, 2016), and in specifying what the experience offers to students (Windberg et al, 2007). From the literature, online resources with multimedia components and online discussions were found to be effective for preparation (Veiga et al, 2019), and online environments enhanced with videos, simulations, and pre-quizzes were considered useful for students' perceived preparedness. For example, in a study by Chittleborough et al (2007), prelaboratory exercises presented a better preparatory experience for students in terms of promoting their understanding, receiving feedback, and having a flexible studying experience.…”