Implementation of Online Lecture Videos in Introductory Chemistry

Conference Paper

© 2016 American Chemical Society. We describe a case study involving the preparation of an extensive set of online videos to web-enhance a campus-based introductory chemistry class. Student performance and perceptions were compared for two groups: an experimental group, who could freely access the videos during the semester, and a control group, who did not have access to the videos. No statistically significant difference in performance was observed on a common final exam for these two groups. Students in the control group gave statistically significantly higher ratings for "overall quality of instruction" and "workload; amount of effort/work" on the end-of semester formal course evaluations. Qualitative sentiment analysis revealed more positive sentiment than neutral or negative sentiment in the free response comments of both groups. Implications of differences in student perception and valuation of instructor effort in traditional live lectures versus courses that employ pre-recorded lecture videos are discussed.

Full Text

Duke Authors

Cited Authors

  • Goldwasser, M; Mosley, PL; Canelas, DA

Published Date

  • January 1, 2016

Published In

Volume / Issue

  • 1217 /

Start / End Page

  • 63 - 73

Electronic International Standard Serial Number (EISSN)

  • 1947-5918

International Standard Serial Number (ISSN)

  • 0097-6156

International Standard Book Number 13 (ISBN-13)

  • 9780841231252

Digital Object Identifier (DOI)

  • 10.1021/bk-2016-1217.ch006

Citation Source

  • Scopus