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Achieving Greater Feedback and Flexibility Using Online Pre-Laboratory Exercises with Non-Major Chemistry Students

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Gail D. Chittleborough

Faculty of Education, Deakin University, Burwood, Victoria 3125, Australia

David F. Treagust

Science and Mathematics Education Centre, Curtin University of Technology, Perth, Western Australia 6845, Australia

Mauro Mocerino

Department of Applied Chemistry, Curtin University of Technology, Perth, Western Australia 6845, Australia

J. Chem. Educ., 2007, 84 (5), p 884

DOI: 10.1021/ed084p884

Publication Date (Web): May 1, 2007

Section:

History, Education, and Documentation

Abstract

Compulsory online pre-laboratory exercises were required of non-major, first-year university chemistry students in response to poor student preparation for laboratory sessions. The online pre-laboratory exercises were designed to be straightforward, endeavoring to help students maximize the benefits of the introductory laboratory class. Diagrams and pictures were included in the exercises to improve descriptions. Students were allowed multiple attempts with immediate feedback provided to help them learn from their mistakes. The study is a descriptive account of students' perceptions of the impact of online pre-laboratory exercises on their learning. Students recognized the value of the exercises in improving their organization, their preparedness for the laboratory class, and their understanding of the chemistry concepts of the weekly experiments. The increased flexibility of doing pre-laboratory exercises online and the increased feedback to students were two important aspects of this project that nearly all students recognized as being beneficial to their learning.