Assessment of Technological Setup for Teaching Real-Time and Recorded Laboratories for Online Learning: Implications for the Return to In-Person Learning

Autor/inn/en	Davy, Emma C.; Quane, Steven L.
Titel	Assessment of Technological Setup for Teaching Real-Time and Recorded Laboratories for Online Learning: Implications for the Return to In-Person Learning
Quelle	In: Journal of Chemical Education, 98 (2021) 7, S.2221-2227 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davy, Emma C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.0c01457
Schlagwörter	Science Laboratories; College Science; Chemistry; Science Instruction; COVID-19; Pandemics; School Closing; Science Experiments; Laboratory Experiments; Program Effectiveness; Educational Technology; Technology Uses in Education; Laboratory Equipment; Online Courses; Student Attitudes; Undergraduate Students; Telecommunications; Handheld Devices; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School closings; Schule; Schließung; Schließung (von Schulen); Laboratory work; Laborarbeit; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Laborausstattung; Online course; Online-Kurs; Schülerverhalten; Telekommunikationstechnik; Ausland; Kanada
Abstract	Lab-based learning is an essential part of any undergraduate chemistry curriculum as it incorporates necessary and required hands-on experiential learning. However, in response to the COVID-19 pandemic, many students are learning from home, rendering laboratory instruction a particular challenge. Options for educators include third party virtual and prerecorded materials, at-home laboratory experiments, and original prerecorded and real-time instruction. Here, we report the assessment of a variety of technological setups for real-time and prerecorded original content looking at a variety of audio and video sources as well as one-camera and two-camera options. We intentionally selected equipment that we had readily available and ensured our recordings were as close to the student experience as possible by recording via a secondary computer signed into an online learning platform. Upon a survey of a small group of students at Quest University Canada, we found that 72% of students preferred a two-camera setup using a smartphone to film the instructor as a whole and a web camera to provide a close-up view of the chemistry taking place. This setup was used for a diversity of real-time and prerecorded experiments delivered remotely at Quest University including titrations, basic synthetic reactions, and purifications. For two of the experiments, a titration lab and a synthesis and purification lab, we assessed the ability of different remote learning options to meet pre-COVID-19 learning outcomes. Real-time, digital laboratory instruction is clearly the most effective. In addition, we suggest scenarios where using digital techniques may create efficiencies in laboratory teaching upon the return to on-campus learning. (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	2024/1/01