Evidence of Effectiveness:
Professors say students in online courses attain an understanding of introductory chemistry comparable to on-campus counterparts. When Professor Reeves gave some of the online students the same final exams and in-lab practical exams as the on-campus students, online students outperformed on-campus students on both measures. The course met 80% the teaching criteria and 100% of the program and assessment criteria of the National Science Education Standards. Students who completed the online course commented that the course was difficult and required a significant time commitment, and many identified scheduling flexibility to be critical to their success. They praised the accessibility and continuous feedback provided by their instructor, and found the web-based material to be well organized. Professor Kimbrough notes that the home-based laboratory experience "really gives [students] the sense that chemistry is not just something that happens in a chemistry lab -- that it goes on all the time...and as a science teacher, that's pretty exciting." She also cited the unanticipated advantage that the labs are completely "green," utilizing harmless and safely disposable household materials.
Estimate the probable costs associated with this practice:
A four-year, $400,000 FIPSE grant from the U.S. Department of Education has financed course development. Costs to students are relatively low since most experiments use items found in a typical household kitchen and are available at local grocery stores, such as milk, vinegar, baking soda, and matches. Students need to spend about $40 to get a quality scale.
References, supporting documents:
Carnevale, D., "Baking Soda, Vinegar, and Measuring Cups Become Lab Materials for Online Chemistry Course," Chronicle of Higher Education, November 12, 2002. URL: http://chronicle.com/free/2002/11/2002111201t.htm
