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A Prelaboratory Framework Toward Integrating Theory and Utility Value with Laboratories: Student Perceptions on learning and Motivation

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JOURNAL OF CHEMICAL EDUCATION 2019年第8期96卷 1548-1557页

作者： Moozeh, Kimia Farmer, Jennifer Tihanyi, Deborah Nadar, Tristan Evans, Greg J. Univ Toronto Dept Chem Engn & Appl Chem 200 Coll St Toronto ON M5S 3E5 Canada Univ Toronto Inst Studies Transdisciplinary Engn Educ & Practi 55 St George St Toronto ON M5S 1A4 Canada Univ Toronto Engn Commun Program 35 St George St Toronto ON M5S 1A4 Canada

Laboratory-based learning can be weakened by a lack of connection with underlying theory and limited contextualization to enhance motivation. To address these shortcomings, a framework for the development of web-based multimedia prelaboratory modules is proposed. The framework incorporates supportive information (content), utility value (context), multimedia design principles (design), and questions/explanatory feedback (formative assessment). On the basis of this framework, prelaboratory modules were developed for three second-year organic chemistry experiments in a chemical engineering course. Each module consists of a few short animation videos and a few questions. The videos include explanation of theories and justification for experimental procedures (supportive information), as well as explanation of utility value to increase student motivation. The effectiveness of the modules was assessed through multiple strategies including a survey with learning and utility value/motivation constructs, student grades for the modules, time spent on the modules, and the number of times videos were watched. Students in general expressed positive views regarding the prelaboratory modules in terms of understanding and relating theory to procedures, and understanding the utility value of the material. Half of the students reported increased motivation as a result of understanding the utility value of the knowledge they acquired. Thus, prelaboratory exercises based on this framework may alleviate some of the educational challenges in undergraduate laboratories.

关键词： Laboratory Instruction Second-Year Undergraduate Organic Chemistry Multimedia-based learning internet/web-based learning learning Theories Chemical Education Research

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Using Software Tools To Provide Students in Large Classes with Individualized Formative Feedback

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JOURNAL OF CHEMICAL EDUCATION 2018年第12期95卷 2263-2267页

作者： Hedtrich, Sebastian Graulich, Nicole Justus Liebig Univ Giessen Inst Chem Educ D-35392 Giessen Germany

Students at the university level spend more and more time in learning management systems (LMSs), which support current teaching by offering online tutorials or units. These LMSs allow individual preparation for the students, especially in large classes. However, students' learning in these online systems is often not supported by detailed formative feedback, as the options for this in current LMSs are quite limited. Formative feedback should be connected with the learning objective or competencies of the course, but formative feedback in an LMS is limited to single tasks or tests and does not allow one to focus on competencies across tasks. We have developed two easy-to-use software tools that enable teachers to use data from the LMS to quickly create an automated formative feedback that can be sent to students. First evaluations of the average final exam scores of different classes show that this new type of formative feedback seems to have a medium-scale effect on students' final exam scores according to Cohen.

关键词： First-Year Undergraduate/General Second-Year Undergraduate Laboratory Instruction internet/web-based learning Nonmajor Courses

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Applying a Quiz-Show Style Game To Facilitate Effective Chemistry Lexical Communication

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JOURNAL OF CHEMICAL EDUCATION 2018年第11期95卷 1996-1999页

作者： Koh, Sam Boon Kiat Fung, Fun Man Natl Univ Singapore Dept Phys 2 Sci Dr 3 Singapore 117543 Singapore Natl Univ Singapore Dept Chem 3 Sci Dr 3 Singapore 117543 Singapore Inst Applicat Learning Sci & Educ Technol ALSET Univ HallLee Kong Chian Wing UHL 05-01D Singapore 119077 Singapore

A mobile application game has been adapted to teach students about laboratory instruments, glassware, apparatus, and techniques. The game was designed with reference to a popular icebreaker game, "Charades!", to ensure that it was easily accessible to students. Students will hold a mobile phone just above their forehead, which will then flash the name of a particular type of apparatus or an analytical technique. They deduce the answer based on the description given by their team members. The gamified approach is a relaxing alternative to traditional didactic recitations. This strategy is effective because it requires students to communicate openly through deliberate practice with their teammates. We call this game Chem Charades.

关键词： High School/Introductory Chemistry First-Year Undergraduate/General Second-Year Undergraduate General Public internet/web-based learning Analytical Chemistry Organic Chemistry Laboratory Instruction Collaborative/Cooperative learning Communication/Writing Computer-based learning Humor/Puzzles/Games

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Cost-Effective Wireless Microcontroller for internet Connectivity of Open-Source Chemical Devices

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JOURNAL OF CHEMICAL EDUCATION 2018年第7期95卷 1221-1225页

作者： Mercer, Conan Leech, Donal Natl Univ Ireland Galway Sch Chem Univ Rd Galway Ireland Natl Univ Ireland Galway Ryan Inst Univ Rd Galway Ireland

This paper presents a system for remote monitoring of turbidity data that can detect light intensity and temperature using a microcontroller and the internet of Things. The system comprises a light dependent resistor and infrared temperature sensor interfaced with an ESP-12E microcontroller, a programmable data acquisition platform;together these enable remote real-time monitoring of turbidity data applicable to chemical education. This system will allow educators and students to monitor chemical experiments in real-time through a web browser. Changes in turbidity and signal processing associated with a light dependent resistor are stored locally on the microcontroller and transmitted wirelessly via a WiFi-based connection to a cloud-based server. The light intensity signals are displayed on the system through an organic light-emitting diode and subsequently uploaded to a cloud-based server. A web-based signal processing MATLAB program plots the uploaded signals available as real-time streams to authorized subscribers over standard browsers.

关键词： Computer-based learning Laboratory Equipment/Apparatus Laboratory Computing/Interfacing Interdisciplinary/Multidisciplinary internet/web-based learning Student-Centered learning Instrumental Methods Graduate Education/Research First-Year Undergraduate/General Upper-Division Undergraduate

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Development of a web-based Laboratory Class to Reduce the Challenges in Teaching Fragment-based Drug Design

Development of a Web-Based Laboratory Class to Reduce the Ch...

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2019中国化学会第十五届全国计算（机）化学学术会议

作者：石星星 Jing-Yi Li Qiong Chen Xiao-Lei Zhu Ge-Fei Hao Guang-Fu Yang 华中师范大学 National Demonstration Center for Experimental Chemistry Education College of ChemistryCentral China Normal University Key Laboratory of Pesticide & Chemical Biology Ministry of Education College of ChemistryCentral China Normal University International Joint Research Center for Intelligent Biosensor Technology and Health Central China Normal University

Fragment-based drug design(FBDD) is a promising methodology to find quality drug leads. It is important in the curriculum of a drug design course due to its impact on drug discovery. However, teaching FBDD and its use by students remain challenging in most cases. A web-based laboratory class to teach FBDD in the form of our copyrighted workshops is described. The students' feedback and a quantitative evaluation of the results show that the web-based laboratory class is popular with students and facilitates students' learning of FBDD for design of possible drug-like molecules. The web-based laboratory class provides an opportunity for students to experience the process of FBDD and to conceive drug-like molecules.

关键词： Graduate Education/Research Chemoinformatics internet/web-based learning Medicinal Chemistry Laboratory Computing/Interfacing

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Customized Videos on a YouTube Channel: A Beyond the Classroom Teaching and learning Platform for General Chemistry Courses

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JOURNAL OF CHEMICAL EDUCATION 2017年第7期94卷 867-872页

作者： Ranga, Jayashree S. Salem State Univ Dept Chem & Phys Salem MA 01970 USA

Videos are an integral part of online courses. In this study, customized YouTube videos were explored as teaching and learning materials in place of face-to-face discussion sessions in General Chemistry courses. The videos were created using a budget-friendly and interactive app on an iPad. The customized YouTube videos were available to students on;a YouTube channel dedicated to the course. Use of videos enabled students to pause and rewatch the videos as required. Pedagogical benefits of using the videos included opportunities for 24/7 and self-paced learning. Beyond the classroom learning was documented using the analytics option through YouTube (method 1) and learning Management System (method 2). Data mining shows the following: (a) learning throughout the semester, (b) around-the-clock learning activity right before the final exam, (c) comparable average fmal exam performance observed during semesters with face-to-face discussions versus customized YouTube videos, and (d) students continuing to watch these videos beyond the course while reviewing content for competitive exams and/or upper level courses.

关键词： First-Year Undergraduate/General Distance learning/Self Instruction internet/web-based learning Multimedia-based learning Student-Centered learning

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Teaching Simulation and Computer-Aided Separation Optimization in Liquid Chromatography by Means of Illustrative Microsoft Excel Spreadsheets

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JOURNAL OF CHEMICAL EDUCATION 2017年第8期94卷 1167-1173页

作者： Fasoula, S. Nikitas, P. Pappa-Louisi, A. Aristotle Univ Thessaloniki Dept Chem Lab Phys Chem Thessaloniki 54124 Greece

A series of Microsoft Excel spreadsheets were developed to simulate the process of separation optimization under isocratic and simple gradient conditions. The optimization procedure is performed in a stepwise fashion using simple macros for an automatic application of this approach. The proposed optimization approach involves modeling of the peak shapes in order for the simulation of predicted chromatograms to be possible. The performance of the selected optimization procedure was tested by means of experiments performed on a reversed-phase column that produced Gaussian peaks for all solutes, providing benefits for computational simplicity. The separation optimization by Microsoft Excel especially with simple and easily implemented macros is a challenging pedagogical tool for advanced analytical chemistry courses. An illustrative video given in the Supporting Information supports a novice Excel practitioner in following the proposed separation optimization procedure.

关键词： Graduate Education/Research Upper-Division Undergraduate Analytical Chemistry Computer-based learning internet/web-based learning Chromatography HPLC

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In-Class Versus At-Home Quizzes: Which is Better? A Flipped learning Study in a Two-Site Synchronously Broadcast Organic Chemistry Course

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JOURNAL OF CHEMICAL EDUCATION 2017年第2期94卷 157-163页

作者： Christiansen, Michael A. Lambert, Alyssia M. Nadelson, Louis S. Dupree, Kann M. Kingsford, Trish A. Utah State Univ Uintah Basin Reg Campus320 North Aggie Blvd Vernal UT 84078 USA Skagit Valley Coll 2405 East Coll Way Mt Vernon WA 98273 USA Utah State Univ Emma Eccles Jones Coll Educ Human Serv 2805 Old Main Logan UT 84322 USA

We recently shared our design of a two semester flipped organic chemistry course in which we gave students in-class quizzes to incentivize attendance and watching the lecture videos in advance. With a second iteration, we planned to make the video-watching experience more engaging. We accordingly hypothesized that if students completed short at-home quizzes while watching the videos, then attentiveness, engagement, and learning would increase. We tested this with a later section of the course, dividing the material into 13 units. For units 1-6, we gave in-class quizzes;for 7-13, quizzes were at home. Although units 1-6 and 7-13 covered different material, we were nonetheless surprised when students' average quiz scores decreased for the take-home quizzes because they did not have a time limit and were open book, unlike the in-class quizzes. Anonymous survey feedback showed a strong preference for quizzes in class and indications that take-home quizzes demotivated attendance and preclass watching of the videos. Thus, for analogous flipped-course designs in chemistry, we recommend an in-class quizzing strategy over take-home quizzes to positively affect engagement, learning, and attendance. Of note, this course was synchronously delivered to two groups of students at geographically distinct satellite locations.

关键词： Second-Year Undergraduate Collaborative/Cooperative learning Computer-based learning Distance learning/Self Instruction internet/web-based learning Testing/Assessment Constructivism Student-Centered learning

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Engaging Participation and Promoting Active learning through Student Usage of the internet To Create Notes for General Chemistry in Class

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JOURNAL OF CHEMICAL EDUCATION 2017年第6期94卷 710-716页

作者： Henry, Renee Monica Univ Colorado Dept Chem & Biochem Colorado Springs CO 80918 USA

Reported here is a study of an interactive component to General Chemistry I and General Chemistry II where a new pedagogy for taking notes in class was developed. These notes, called key word created class notes, prompted students to locate information using the internet guided by a key word. Reference web sites were added to a next generation of key word creation class notes. It was shown through surveys that students felt it was easy to find the required information, and they felt confident that they located the correct information using the internet. With the addition of the key word creation class notes, the number of students receiving grades of D or F, or withdrawing from the course, dropped 30.9%, which thus reduced attrition rates.

关键词： First-Year Undergraduate/General internet/web-based learning Multimedia-based learning Undergraduate Research

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Qualitative and Quantitative Evaluation of Three Types of Student Generated Videos as Instructional Support in Organic Chemistry Laboratories

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JOURNAL OF CHEMICAL EDUCATION 2017年第2期94卷 164-170页

作者： Box, Melinda C. Dunnagan, Cathi L. Hirsh, Lauren A. S. Cherry, Clinton R. Christianson, Kayla A. Gibson, Radiance J. Wolfe, Michael I. Gallardo-Williams, Maria T. North Carolina State Univ Dept Chem Raleigh NC 27695 USA North Carolina State Univ DELTA Instruct Innovat Serv Raleigh NC 27695 USA North Carolina State Univ Coll Agr & Life Sci Interdisciplinary Physiol Grad Program Raleigh NC 27695 USA

This study was designed to evaluate the effectiveness of student-generated videos as a supplement to teaching assistant (TA) instruction in an undergraduate organic chemistry laboratory. Three videos covering different aspects of lab instruction (experimental technique, use of instrumentation, and calculations) were produced using student-generated scripts. A laboratory classroom was outfitted with video cameras and sound recording equipment that allowed the research team to monitor all TA student and student student interactions. Six course sections, led by three randomly assigned TAs were selected. Two sections from each TA were observed (control and treatment), each at the same time of day, 1 week apart. Students in the control group had their TA conduct the lab briefing and supervise the lab, but were given no access to the instructional videos. The treatment group had videos available to supplement the TA's lab briefing but was otherwise identical to the control group. Both groups were given a questionnaire that contained two comprehension questions per category to be completed during the lab before performing the experiment. Statistical analysis of the responses to this pre-experimental questionnaire showed that students who watched the videos had a better understanding of the methods than the students in sections that only received the TA lab briefing. Effect size calculations using Cohen's d indicate that the Instrumentation video had a large positive effect on the number of correct responses in the treatment groups, while small effects were found for the Technique and Calculation videos. Content analysis of the lab transcripts supports these findings. In addition to these effects, treatment groups invariably completed the lab in less time than the control groups. Results from a follow-up survey e-mailed to students the week after their lab session show that most students found the videos to be valuable when completing the lab, with the Technique video being

关键词： Second-Year Undergraduate Organic Chemistry Collaborative/Cooperative learning internet/web-based learning Multimedia-based learning Instrumental Methods Laboratory Equipment/Apparatus Student-Centered learning TA Training/Orientation Computer-based learning

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