A Web-Based Chemistry Course as a Means To Foster Freshmen Learning

Abstract

Chemistry courses in higher education have traditionally been composed of lectures, problem solving sessions, and laboratories. This study describes a Web-based chemistry course and the learning outcomes of freshmen that used it. Chemistry faculty and teaching assistants were interviewed regarding their views about Web-based teaching and learning. Students who took part in a Web-based general chemistry course were divided into two groups based on their preference of participating in a Computerized Molecular Modeling (CMM) project. The experimental group students carried out an individualized project using CMM software to represent a complex molecule in three model types, compute its molecular weight, and construct hybridization and electrical charge distribution for each of the carbon atoms in the molecule. Pre- and post-tests along with final examination grades served for assessing the students' achievements. The 95 experimental students achieved significantly higher grades than their 120 control-group peers in both the post-test and the final examination. The experimental students were able to switch from 1-D to 2- and 3-D molecular representations, argue for selecting an appropriate substance for a particular purpose, and transfer between the four levels of understanding in chemistry better than their control counterparts.