Chemistry laboratory experiences provide students the opportunity to engage all three domains of learning: psychomotor, cognitive and affective. However, they are often stressful environments where students are expected to quickly learn new laboratory techniques, and collect data in a short amount of time. In principle, providing additional preparation activities should help students be better prepared to successfully complete the lab. These activities should lead to more meaningful interactions with the lab instructor and better performance on lab outcomes. In this study, we report the usefulness and effectiveness of online preparation activities for students that include video lectures demonstrating the labs that the students will participate in, and preparation questions that mimic data analysis for the lab. These online prelab activities were implemented in the second semester general chemistry laboratory at a large Hispanic serving institution in the southwestern United States. Over three semesters, students enrolled in this course were surveyed using the Meaningful Learning in the Laboratory Instrument (MLLI) to assess their lab expectations as well as author generated post-lab surveys to assess the usefulness of the prelab activities. Additionally, lab instructors were surveyed on their perception of the efficacy of the additional preparation activities. Findings suggest that both students and instructors agree that having access to these materials as a part of a portfolio of resources, including the lab manual, help them better prepare for the lab. Although students’ expectations on the cognitive domain decreased after a semester of instruction, questions related to comfort with lab equipment show improvements in the affective domain for students with access to the additional preparation activities. Lastly we found that both students and instructors see a lot of value and benefits in having these types of prelab activities available as a way to help prepare students for the upcoming laboratory sessions. In general, the potential benefits that prelab activities had on students outweigh the modest effort to create these materials.
Learning with human and virtual instructors who display happy or bored emotions in video lectures
