Objectives: To assess the effectiveness of web-based virtual labs within a general chemistry course compared to traditional labs and to identify student characteristics related to differences in performance.
Methods: We created three types of laboratory experiment experiences for use in the second semester of general chemistry: 1) traditional “in-lab” experiments; 2) web-based “virtual” experiments with supervision immediately available; and 3) web-based “virtual” experiments without any supervision. A single blind, crossover study design randomly assigned students to each of these three types of experiments in different sequences. Students were given a pre-lab and post-lab quiz for each experiment. All students completed a preferred learning style and a computer familiarity survey prior to randomization. Participating students gave permission to access their GPA, SAT scores, and General Chemistry grades as a measure of student ability. Outcomes were measured using the changes between pre-lab and post-lab quiz scores, and were related to gender, prior student academic success, computer familiarity, and learning styles.
Results: Mean differences between pre-lab and post-lab quiz scores showed a statistically significant improvement for each experiment. There were no statistically significant differences between the types of laboratory experiences. Student ability had a significant effect on mean changes; learning style, gender and computer familiarity did not.
Implications: Replacement of traditional laboratory experiments with web-based “virtual” experiments has important implications for student learning, resources, and distance-based learning. This research uses a rigorous design to assess this modality and provides information for future curricular development.
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