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Use of Wikis in Chemistry Instruction for Problem-Based Learning Assignments: An Example in Instrumental Analysis

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Mona Wells

Department of Chemistry, Tennessee Technological University, Cookeville, TN 38505

Robert Clougherty

Center for Graduate Programs, Empire State College, Saratoga Springs, NY 12866

J. Chem. Educ., 2008, 85 (10), p 1446

DOI: 10.1021/ed085p1446

Publication Date (Web): October 1, 2008

Abstract

Interactive Web sites where visitors can both read and write to pages, that is, wikis, have tremendous potential as an instructional technology. During a semester-long project in an instrumental analysis lab, students were required to develop an experiment that would utilize one specific instrument and demonstrate concepts governing function and best laboratory practice. The wiki was used initially so that students had a shared work-space for the development of their projects. Because the wiki could be used to edit and view by the entire course as well as the instructor, it became an effective vehicle to use for peer interaction and review. Based upon qualitative data from student assessments, the wiki as a tool not only met but exceeded initial objectives. Students found the wiki to be an effective tool for facilitating their collaboration in work teams and believed that it greatly contributed to the quality of peer review that occurred in the course. In addition, students believed the use of the wiki made the course more engaging. This article will review the details of how this practice was deployed and provide details of student outcomes and perceptions.

Keywords (Audience):

Graduate Education / Research

Keywords (Domain):

Analytical Chemistry

Keywords (Pedagogy):

Collaborative / Cooperative Learning

Keywords (Subject):

Atomic Spectroscopy

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