Integration of Interactive Laboratory Videos into Teaching Upper-Undergraduate Chemical Laboratory Techniques

Autor/inn/en	Loughlin, Wendy A.; Cresswell, Sarah L.
Titel	Integration of Interactive Laboratory Videos into Teaching Upper-Undergraduate Chemical Laboratory Techniques
Quelle	In: Journal of Chemical Education, 98 (2021) 9, S.2870-2880 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Loughlin, Wendy A.) ORCID (Cresswell, Sarah L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.0c01493
Schlagwörter	Interactive Video; Technology Integration; Science Instruction; Instructional Effectiveness; Chemistry; Undergraduate Students; Laboratory Procedures; Skill Development; Autoinstructional Aids; Independent Study; Advanced Courses; English (Second Language); Cognitive Style + Suchen Sie Ihr Suchwort? Interaktives Video; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Chemie; Laboruntersuchung; Kompetenzentwicklung; Qualifikationsentwicklung; Selbstinstruierendes Material; Selbststudium; Fortgeschrittenenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Cognitive styles; Kognitiver Stil
Abstract	Students in advanced undergraduate chemistry laboratories are required to undertake a wide range of complex and multistep syntheses and analytical procedures, and prospective employers of chemistry graduates seek students with proven skills in these areas. Our approach has been to use video resources which are made available to students both ahead of, and during, their laboratory classes to assist with preparation and provide just-in-time self-help during the laboratory. In this study we evaluate the implementation of a user-focused strategy to improve students' laboratory skills and use a three-stage model, forethought, performance, and self-reflection, to assess the impact and effectiveness of these resources to complement the traditional laboratory teaching resources of laboratory manuals and laboratory teaching staff (demonstrators). Students demonstrated autonomous learning by engaging with the laboratory videos using both active and passive learning approaches. The benefits of our approach are especially evident for students who have English as a second language and students who identify with different learning preferences. Increased student grades and more effective staff-student supervision time requirements are evident across both third-year undergraduate chemistry courses in which these videos were implemented. (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