1. On-Line Pre- & Post-Laboratory Activities for General Chemistry Presented by Dianne Meador and William H. Fink, Department of Chemistry, University of California, Davis, CA, 95616

2. On-Line Activities Prelab Activities Theory –Concepts interactively presented Procedures –Shown with Stills & Videos Prelab Quiz –100% achievement required Postlab Exercises Data –Verify range Calculations –Guide & Confirm Questions –Multiple Choice –Essay

3. Motivation Improved educational experience in the laboratory Familiarize students with equipment and chemistry. Focus students’ attention to the principles underlying the chemistry. Modernizing laboratories to increase student appeal.

4. Objectives Prelab Activities Consistent preparation Efficient use of time Accountable Postlab Exercises Reinforce educational goals Certify achievement of goals Scoring student performance

5. Participants Dean’s Office of Letters and Science, Mathematical and Physical Sciences MediaWorks Chemistry Department

6. Show & Tell Site Features Prelaboratory Presentation Quizzes Post-laboratory

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8. Trauma report Technical Aspects Educational Aspects

9. Technical Aspects Good Accessing site –MyUCDavis/Banner –Flash & Quicktime downloading –71% reported no problems Using CD –Reducing Response time off campus –Low student usage 66% reported no problems Bad Early teething problems –System failure to recognize student –Quicktime download site change. –Browser diversity Student Familiarity with the technology –Too Little –Too Much

10. Educational Aspects Student Survey –Yes much –More yes than no –Somewhat –More no than yes –Not at all –NA

11. Survey QuestionNo or Negative Response Neutral or Positive Response Help understand experiment? 26%74% Give confidence regarding the experimental procedures? 37%63% Require less assistance from the TA? 41%59% Help perform experiment more efficiently? 39%61% Help understand safety? 16%84% As useful as TA’s prelaboratory discussion? 37%63% Preference over TA’s prelab discussion? 50%

12. Educational Aspects Good Prelab –Reported better understanding of experiments compared to earlier courses. safety issues. –Good compliance with prelab quizzes Postlab –Students who were having difficulties with calculations were identified and given guidance. Bad Prelab –Equal preference for in-class vs. on- line prelab presentation. –Minimal improvement of independent lab performance –Increase course management demands on TAs Postlab –Creativity of error by 800 students kept us busy. –Initial exercise design led to high student frustration level

13. Future Redesigned the post-laboratory exercises. –To include more feedback to student –To increase robustness –To tighten integration with lab course framework

14. The End