Literaturnachweis - Detailanzeige
| Autor/inn/en | Nennig, Hannah T.; Idárraga, Katrina L.; Salzer, Luke D.; Bleske-Rechek, April; Theisen, Roslyn M. |
|---|---|
| Titel | Comparison of Student Attitudes and Performance in an Online and a Face-to-Face Inorganic Chemistry Course |
| Quelle | In: Chemistry Education Research and Practice, 21 (2020) 1, S.168-177 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Theisen, Roslyn M.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1756-1108 |
| DOI | 10.1039/c9rp00112c |
| Schlagwörter | Inorganic Chemistry; Science Instruction; Student Attitudes; Online Courses; Conventional Instruction; Teaching Methods; Undergraduate Students; Lecture Method; Science Achievement; Grades (Scholastic); College Science; Instructional Effectiveness; Gender Differences; Grade Point Average |
| Abstract | Despite recent interest in online learning, systematic comparisons of online learning environments with traditional classroom environments are limited, particularly in the sciences. Here, we report on a systematic comparison of an online and face-to-face classroom for a sophomore-level, lecture-only introductory inorganic chemistry course that is designed for students pursuing a chemistry major or minor. The online group consisted of three sections of students enrolled in Introduction to Inorganic Chemistry during two 8 week summer terms and one 4 week winter term. The face-to-face group consisted of two sections of students enrolled in Introduction to Inorganic Chemistry during two 15 week semesters. Both groups of students completed ten common exam questions, and a validated and reliable measure of their attitudes toward chemistry (Attitude toward the Subject of Chemistry Inventory Version 2: ASCIv2). Students in the online course and face-to-face course did not differ in their performance on the common exam questions, course grade distribution, or attitudes toward chemistry. Although few studies have compared online and face-to-face learning environments in the physical sciences, our results are consistent with the idea that students who complete an online course fare just as well as those who attend face-to-face classes. (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 | 2024/1/01 |
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