Effectiveness of Student-Generated Video as a Teaching Tool for an Instrumental Technique in the Organic Chemistry Laboratory
Effectiveness of Student-Generated Video as a Teaching Tool for an Instrumental Technique in the Organic Chemistry Laboratory
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学生制作视频作为有机化学实验室仪器技术教学工具的有效性
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
M. Gallardo
中科院分区：
文献类型：
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作者：
Jeremy Jordan;Melinda Box;Kristen E. Eguren;Thomas A. Parker;Victoria M. Saraldi;Michael I. Wolfe;M. Gallardo
多媒体教学已被证明是一种有效的化学学习辅助工具。在这项研究中，学生生成的视频教学有机化学实验室技术和程序的可行性进行了检查，其有效性相比，教学助理（TA）提供的指令进行了评估。在为选定的实验部分提供视频或TA实验指导后，学生参与者进行评估，以评估每次演示的有效性。研究发现，视频可以更有效地帮助学生为实验室做好准备，观看视频后正确回答问题的学生比接受TA指导后平均多出17%。此外，根据直接观察，学生在实验室中使用视频教学时需要TA帮助的可能性降低了37%。通过为学生提供简短而简洁的学生生成的视频指令，学生在观察的课程能够更独立地学习。
Multimedia instruction has been shown to serve as an effective learning aid for chemistry students. In this study, the viability of student-generated video instruction for organic chemistry laboratory techniques and procedure was examined and its effectiveness compared to instruction provided by a teaching assistant (TA) was evaluated. After providing selected lab sections with either video or TA lab instruction, student participants were given an assessment to evaluate the effectiveness of each presentation. Videos were found to prepare students for lab more effectively, with an average of 17% more students answering questions correctly after watching the video than after receiving TA instruction. Additionally, according to direct observations, students were 37% less likely to require TA assistance during the lab when presented with video instruction. By providing students with short and concise student-generated video instructions, students in the observed courses were able to be more independent throug...