Piloting Blended Strategies to Resolve Laboratory Capacity Issues in a First-Semester General Chemistry Course
Laboratory capacity is an issue that has plagued education for more than a century. New buildings, late night classes, and virtual laboratories have offered transitory relief at great expense. Missouri University of Science and Technology is employing blended strategies to increase capacity and student success. Blended strategies expand learning workspaces so that learners conduct traditional laboratory activities in both traditional and nontraditional laboratory environments. This article focuses on the proof of concept pilot results from blending the first-semester general chemistry laboratory course, which validate the adoption of this strategy for increasing student volume.
S. Burchett et al., "Piloting Blended Strategies to Resolve Laboratory Capacity Issues in a First-Semester General Chemistry Course," Journal of Chemical Education, vol. 93, no. 7, pp. 1217-1222, American Chemical Society, Jul 2016.
The definitive version is available at http://dx.doi.org/10.1021/acs.jchemed.6b00078
Keywords and Phrases
Collaborative/Cooperative Learning; Curriculum; Distance Learning/Self Instruction; First-Year Undergraduate/General; General Public; Hands-On Learning/Manipulatives; Inquiry-Based/Discovery Learning; Laboratory Instruction; Laboratory Management
International Standard Serial Number (ISSN)
Article - Journal
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