Integrating Chemical Information Instruction into the Chemistry Curriculum on Borrowed Time: The Multiyear Development and Evolution of a Virtual Instructional Tutorial

Autor/inn/en	Jacobs, Danielle L.; Dalal, Heather A.; Dawson, Patricia H.
Titel	Integrating Chemical Information Instruction into the Chemistry Curriculum on Borrowed Time: The Multiyear Development and Evolution of a Virtual Instructional Tutorial
Quelle	In: Journal of Chemical Education, 93 (2016) 3, S.452-463 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.5b00427
Schlagwörter	Science Instruction; Chemistry; Organic Chemistry; College Science; Curriculum; Biochemistry; College Students; College Faculty; Librarians; Information Literacy; Research Reports; Assignments; Student Attitudes; Technology Uses in Education; Learning Modules; Online Searching; Primary Sources; Writing Across the Curriculum; Program Evaluation; Curriculum Development; Grading; Pharmacology; New Jersey + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Organische Chemie; Curricula; Lehrplan; Rahmenplan; Biochemie; Collegestudent; Fakultät; Librarian; Bibliothekar; Bibliothekarin; Informationskompetenz; Research report; Forschungsbericht; Assignment; Auftrag; Zuweisung; Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Learning module; Lernmodul; Online-Recherche; Primärquelle; Programme evaluation; Programmevaluation; Curriculum; Development; Curriculumentwicklung; Entwicklung; Notengebung; Schulnote; Arzneikunde
Abstract	The impetus to incorporate instruction on the efficient and responsible practice of chemical information literacy into the undergraduate chemistry curriculum has become exceptionally urgent. At Rider University, Chemical Information Instruction (CII) has accordingly evolved from face-to-face sessions into online modules to embed information literacy skills into an Organic Chemistry II course. Through multiple methods of evaluation and assessment of student learning, the e-tutorial grew from a series of seven modules narrated by the science librarian, hosted on the University Libraries intranet, and created with labor intensive e-learning authoring software, into a series of 14 modules complete with detailed storyboards, narrated by the Organic Chemistry professor, hosted freely on the Internet, and created with simpler user-friendly software. This article describes the technological development, feedback-driven revisions, and assessment of student learning outcomes of this virtual tutorial series, while a companion article in this "Journal" addresses the execution and assessment of an accompanying capstone research report. [For "Integrating Chemical Information Instruction into the Chemistry Curriculum on Borrowed Time: A Multiyear Case Study of a Capstone Research Report for Organic Chemistry," see EJ1093718.] (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01