Physical Chemistry Online: Maximizing Your Potential

Sauder, Deborah G.; Towns, Marcy H.; Derrick, Betty; Grushow, Alexander; Kahlow, Michael A.; Long, George R.; Miles, Danny; Shalhoub, George M.; Stout, Roland P.; Vaksman, Michael A.; Pfeiffer, William F.; Weaver, Gabriela C.; Zielinski, Theresa Julia

doi:10.1007/s00897990369a

Cited by 6 publications

(7 citation statements)

References 11 publications

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“…Even before true cloud computing became available, chemical educators were experimenting with ways to use the Internet to encourage collaborative faculty work. For example, the Physical Chemistry Online Consortium (PCOL) was an attempt to support faculty at small departments who were teaching physical chemistry . Often small departments might have only a single faculty member teaching physical chemistry, but by sharing resources and supporting collaborative activities among several institutions, the PCOL group was able to increase faculty interaction and create a richer educational environment.…”

Section: Cooperative Learning In the Cloudmentioning

confidence: 99%

“…For example, the Physical Chemistry Online Consortium (PCOL) was an attempt to support faculty at small departments who were teaching physical chemistry. 13 Often small departments might have only a single faculty member teaching physical chemistry, but by sharing resources and supporting collaborative activities among several institutions, the PCOL group was able to increase faculty interaction and create a richer educational environment. Increased adoption of the cloud can make these types of faculty collaboration more common.…”

Section: ■ Introductionmentioning

confidence: 99%

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Moving Chemical Education into the Cloud(s)

Pence

2016

J. Chem. Educ.

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Many U.S. colleges and universities are adopting cloud computing, which may be defined as a distributed computing system that provides access to virtual resources, including computer hardware, networks, software, development platforms, and memory, at an off-site location and that can be accessed locally. Thus, far, this development has been driven primarily by the hope for administrative benefits, but the cloud also presents some excellent opportunities for chemical educators. Moving to the cloud can allow every student in a class to have access to all of the resources necessary for the class, simply by accepting an invitation to join a site. This encourages collaboration and the development of new educational models.

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Section: Cooperative Learning In the Cloudmentioning

confidence: 99%

Section: ■ Introductionmentioning

confidence: 99%

Moving Chemical Education into the Cloud(s)

Pence

2016

J. Chem. Educ.

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“…In PCOL activities, students grappled with authentic context-rich problems while working in cooperative groups within their institution. They collaborated with students at other institutions via a list server available on the Internet, which allowed small (ten students or fewer) physical chemistry classes to discuss problem solving strategies within a larger group (Long et al, 1996;Stout et al, 1997;Towns et al, 1998;Sauder et al, 2000;Towns et.al., 2001;Slocum et al, 2004). The richness of the online discussion allowed the group to generate faculty facilitation guidelines (Slocum et al, 2004).…”

Section: Physical Chemistry Curriculum Reformmentioning

confidence: 99%

Use of a multimedia DVD for Physical Chemistry: analysis of its effectiveness for teaching content and applications to current research and its impact on student views of physical chemistry

Jennings

Epp

Weaver

2007

Chem. Educ. Res. Pract.

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In this study, a new multimedia learning tool for physical chemistry was implemented in a class setting, and students' attitudes and learning gains examined. The Physical Chemistry in Practice (PCIP) DVD contains multimedia modules that provide an in-depth description of the research of eight different scientists. Each module contains a documentary style video program of the researcher and their laboratory, HTML-based background information about the topic, problems for students to work on, and links to related information. The DVD was implemented in a physical chemistry laboratory course where students worked through a module on surfaceenhanced Raman spectroscopy (SERS). Data was collected in the form of pre-and post-tests of content knowledge and surveys about attitudes and academic career choices. Students showed statistically significant learning gains after using the DVD and showed an increase in their recognition of the applications of physical chemistry to real problems. Students also showed an increased interest in further study of physical chemistry. [Chem.

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“…Challenging projects, ones that engage students, often lead to quality learning (9). Anecdotal reports from teachers, peers, and parents indicating that students voluntarily spend very large amounts of time on open-ended and unstructured activities support the notion that students control time.…”

Section: Plan Instruction To Compete For Students' Timementioning

confidence: 99%