A Comparison of Online and Traditional Chemistry Lecture and Lab

Autor/inn/en	Faulconer, E. K.; Griffith, J. C.; Wood, B. L.; Acharyya, S.; Roberts, D. L.
Titel	A Comparison of Online and Traditional Chemistry Lecture and Lab
Quelle	In: Chemistry Education Research and Practice, 19 (2018) 1, S.392-397 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Faulconer, E. K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c7rp00173h
Schlagwörter	Online Courses; Electronic Learning; Conventional Instruction; Comparative Analysis; Chemistry; Science Instruction; Introductory Courses; Meta Analysis; Outcomes of Education; Science Laboratories; Lecture Method; Statistical Analysis; Florida + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Meta-analysis; Metaanalyse; Lernleistung; Schulerfolg; Statistische Analyse
Abstract	While the equivalence between online and traditional classrooms has been well researched, very little effort has been expended to do such comparisons for college level introductory chemistry. The existing literature has only one study that investigated chemistry lectures at an entire course level as opposed to particular course components such as individual topics or exams. Regarding lab courses, only one study is available and it involves moderating variables that are largely uncontrolled. In this work, we compared the student pass rates, withdrawal rates, and grade distributions between asynchronous online and traditional formats of an introductory chemistry lecture as well as its associated lab course. The study was based on the 823 university records available for the 2015-2016 academic year. Student pass and withdrawal rates between the two modes were quite similar and did not appear to be statistically significant. However, grade distributions for both the lecture and lab differed between the two learning modes, showing significant statistical associations. Online students were more likely to earn As in both lecture and lab while traditional in-person students were more likely to earn Cs or Ds. Further research should include replication of this study with a larger data set. Additionally, this study should be repeated in three to five years to determine if advances in course design, standardization and delivery platforms further reduce or eliminate differences between learning modes. Future studies should also use qualitative tools for a better understanding of why students fail or withdraw from courses. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01