Table of Contents

Abstract

Introduction

Study Guide Design

Study Guide Features

Student Response

Conclusions

Future Work

References

Acknowledgements

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CHEMCONF '98

Conclusions

Introducing the Internet as a new educational technology to complement traditional lecture-based course delivery is proving to be beneficial to the students time and time again. While this paper describes the success of using a Web-based study guide in teaching Chemistry, the concept can be taken to help supplement any traditional face-to-face course. The key is to create a Web site that is:
  1. content-rich,
  2. easy to navigate,
  3. interactive, and
  4. dynamic so that it can provide feedback to the students.

From my experience in introducing a Web-based study guide to teach CHEM 0010, there must be a commitment on the faculty to invest in the time in designing and developing the materials and the instructional interactions that will take place in this new environment. There are a few points to keep in mind.

  1. The building up of a Web site is a gradual process.
  2. Instead of striving for a complete finished product to present to the students, set realistic and sensible goals and allow the site to evolve by adding on the components one at a time.
  3. Be aware of the limits of the tools that are selected for the tasks.
  4. Let student feedback be a continual guidance in the development of the Web site.

As with the use of any new and emerging educational technology, the faculty must be at ease with any of the on-line (i.e. e-mail, mailing lists, computer conferencing), Web-based or Multi-media (i.e. audio/video presentations) tools that he or she chooses. The ultimate goal is to incorporate the tools seamlessly so that the technology becomes transparent. When a trouble-free environment is achieved, students can focus solely on the academic tasks at hand. With the appropriate support, the transition to using the Internet as an educational tool can be very positive.

As a final thought, I believe that, when properly implemented, the use of Computer-Mediated Communication in teaching and learning can help students achieve higher levels of academic performance.

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Author: Rosamaria Fong
British Columbia Institute of Technology
Chemistry Department
Burnaby, BC V5G 3H2
rfong@bcit.bc.ca