Online chemistry module, versions

A number of design issues were considered when creating the three versions of the online chemistry module used in this investigation. The topic of acids and bases was chosen since past examination performance [10] and anecdotal evidence suggest that students find this is a difficult topic and common misconceptions are held. The module focused on five main aspects that covered areas often associated with such common student misconceptions ... 

The aim of this study was to determine the most effective format of an online chemistry module to enhance student learning. This study has shown that students have a preference for, and are more engaged with, the animated and interactive versions of the online chemistry learning module that we have designed, compared with the static version. However, differences in student rating for the interactive and animated versions could not be determined with certainty. For this reason, further research on a larger sample is required to determine whether any differences between the animated and interactive versions exist. In-depth interviews and focus groups should be conducted and may provide more detailed data on students authentic experiences of the module and better determine the effects of the different versions on student performance. 

In semester 1, 2008, the quiz marks of all students in a course who completed either all P or all N online modules were summed to produce a total mark for the common modules that students in all courses completed. A further total tnark 1901, included the marks for E12 that only the Cheml901 students completed, while total mark 1001 and total mark 1101 included the marks for Wl that only the CHEMlOOl and ChemllOl students completed. Independent samples t-tests were conducted to determine whether there was a difference in academic performance between students who completed the P or N versions of the online chemistry modules. The results are summarized in Table 1. 

Independent samples t-tests were conducted to determine whether there was a difference in academic performance of BC smdents who completed the P or N versions of the stoichiometry online chemistry module. No significant difference in quiz performance was found (Z, = -1.40, p = 0.206). 

Fig. 1 Examples of screens captured from the (a) static (b) animated and (c) interactive versions of the online chemistry learning module. The static version uses still pictures only. The animated version requires students to select Play (see highhght in (b)) and watch an animation that shows a representation of the ionization of an acid. The interactive version gives students control of the animation that shows the ionization of an acid by moving a slider bar (see highhght in (c)). In this version, students are able to stop the animation as they please to help them vdth their understanding...

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