Chemistry Instruction Via the Internet
. Content:
Some observations based on Walt Volland’s (Bellevue Community College) talk at NORM-99 about his experiences teaching Introductory CC Chemistry on the Internet (URL: http://www.scidiv.bcc.ctc.edu/wv/101-online.html).Some benefits envisioned for having high school chemistry instruction available on the internet.
Some goals for developing high school chemistry instruction on the internet.
Some observations:
•Because communication is done with each individual, instruction on the internet is time intense. WV experienced 1200 e-mail in 2 weeks.•Class sizes need to be smaller than traditional “on-site” instruction.
•Chat sessions are inefficient use of time.
•Effective internet instruction includes:
Objectives at top of each web page.•The instructor needs to update every day! There needs to be a steady pace of the work or students drop off. Even so, there is a large drop out rate in the first 2 weeks.Students submit what they thought (a) clearest point in chapter, and (b) most confusing point in chapter. These are posted along with instructor comment or clarification.
Self tests with key and explanations following each question.
Quizzes and test by e-mail.
Labs with consumer chemicals; students e-mail results/reports.
Labs with information provided: example flame photos and spectra.
Group activities are useful; family members may play support role. But it is also useful to provide feedback in the form of class averages.
•Online line instruction is invasive in the lives of both the students and the instructor.
Some benefits envisioned:
The Internet could replace information a student missed in class, either because of inattention, or absence. For example, the calendar of assignments and activities (labs, lecture topics, assignments, tests) has been available on line for several years.The Internet could provide supplemental information and communication for which there was inadequate time in class. (Two examples: links to information elsewhere on the internet and the ability to submit assignments by e-mail.)
Eventually the Internet could provide instruction for students who are unable to study chemistry on site. This might be most useful for home taught students and students in the alternative programs where adequate science instruction is not presently provided.
Some goals:
Students have historically found access to old tests useful as a study tool. On occasion the instructor has provided printed copies of old tests. It should be possible to link the course calendar so clicking on a scheduled test would reveal a sample test. That would require extracting the text and transferring to a web page, then making and embedding gif or jpg files for all diagrams. Finally, answers and explanations should be added. The attempt would be to develop skills that are tested on the actual “for credit” test, rather than to provide the actual questions ahead of time. (This has now been created for Fall quarter 1999.) In the near term, the availability of sample tests on the internet might encourage students to begin seriously using the internet for portions of their education.It might be possible to encourage students to e-mail what they think is the (a) clearest point in chapter, and (b) the most confusing point in chapter. These could be posted along with instructor clarification.
It might take several years, but it might be possible to produce home versions of most of the 70+ labs in the course. Most would require significant revisions from the labs done on-site. But this would be a key part of a course for the home schooled and the alternative schools.
Each student already is issued a massive chemistry reference text to be kept at home. It is intended that a rubric connecting in class activities with reference text readings and problems be available both in print and on the Internet.
Gradually links to additional Web sites will be indexed and added to provide supplemental chemistry content.
.
(return to CHED page)
.
revised 7/5/99