Carl H. Snyder
Chemistry Department, University of Miami, Coral Gables, FL 33124
CSnyder@miami.edu
An account of how an innocent, lacking any experience in or previous knowledge of distance education and unfamiliar with its techniques and strategies, was recruited into and survived successfully one term of distance education. The course consisted of local, adult students taking the nonmajors' (liberal arts) chemistry course through the University of Miami School of Continuing Studies.
Technologies used included e-mail, a web-site, a discussion board, the synchronous chat feature of Microsoft's NetMeeting, traditional on-campus examinations, and a pretty good textbook. Eleven students registered; five completed the course, all successfully.
The presentation is a highly personalized description of my own introduction into distance education; the technologies that were used; both the shorter term tactics and the longer term strategies that evolved to meet the challenge; and the two strongly-held, experience-based conclusions I came away with. The presentation lacks rigorous analysis of objectives, outcomes, and the like, but may well be useful to anyone considering similar involvement.
Doris R. Kimbrough and Gabriela C. Weaver
Chemistry Department, University of Colorado at Denver, Denver, CO 80217-3364
dkimbrough@castle.cudenver.edu
The General Chemistry course at the University of Colorado at Denver was adapted to a distance learning format in 1996. The course utilizes predominantly videotape lecture delivery. Students complete the laboratory portion of the course during seven all-day campus visits through the course of the semester. This paper will describe techniques, advantages and disadvantages of using videos to deliver content in chemistry. Discussion will focus on the convenience of and problems with the self-paced format, course attrition, maximizing student learning using videos, and overcoming challenges in the laboratory.
Gabriela C. Weaver and Doris R. Kimbrough
Chemistry Department, University of Colorado at Denver, Denver, CO 80217-3364
gweaver@carbon.cudenver.edu
The General Chemistry course at the University of Colorado at Denver was adapted to a distance learning format in 1996. The course utilizes predominantly videotape lecture delivery. Students attend class every other Saturday for 2 hours, providing a total of 14 hours of live interaction with their instructor. Throughout the remainder of the semester, the students and instructor stay in contact with each other using a variety of computer-based methods: course e-mail listserv, course Web site, and on-line office hours using real-time Internet chat software. Each of these on-line resources serves a different purpose for contact with distance learning students. The uses, benefits and problems of each will be discussed. In addition, some general ideas regarding providing instructor contact to distance learning students will be presented.
A. M. ("Lindy") Harrisona and Leonard J. Archerb
aDepartment of Chemistry and Physical Science, York College of Pennsylvania, York, PA 17405, aharriso@eagle.ycp.edu
bDepartment of Chemistry, Missouri Western State College, St. Joseph, MO, 64507, archer@griffon.mwsc.edu
A brief review of the accomplishments and apparent limitations of Olcc 1-3 in content, objectives, strategies and technology will be sketched. Suggested alternatives in these areas for future courses will be presented in hopes that participants will discuss these ideas critically. The outcome of the session can be the development of valuable suggestions and strategies which can be used by the Committee on Computers in Chemical Education for future courses.
Deborah Saudera and Marcy Hamby Townsb
aDepartment of Chemistry and Physics, Hood College, Frederick, MD 21701, sauder@hood.edu
bDepartment of Chemistry, Ball State University, Muncie, IN 47306, 00mhtowns@bsu.edu
The Physical Chemistry On-Line consortium has developed and conducted a series of short-term projects for use as enhancements to the Physical Chemistry curriculum. The projects involve faculty and students from geographically dispersed institutions, are short in duration (~4-6 weeks), use e-mail and the world wide web for communication and information distribution and are designed to enhance physical chemistry at colleges and universities which have limited resources available for P-Chem, primarily because of a history of small enrollments. This paper will highlight the motivations of the participants, outline the specific projects used to date, and provide some evaluation of the pedagogical effectiveness of the approach.
Outline
I. Motivation
II. Projects to date
III. Pedagogical evaluation
IV. The future
Participating faculty, affiliations and e-mail addresses.
Theresa J. Zielinski, tzielins@monmouth.edu, Monmouth University
George Long, grlong@grove.iup.edu, Indiana University of Pennsylvania
Roland Stout, stout@nat.uncp.edu, University of North Carolina, Pembroke
Gabriella Weaver, gweaver@carbon.cudenver.edu, University of Colorado at Denver
George Shalhoub, shalhoub@lasalle.edu, LaSalle University
Michael Kahlow, michael.a.kahlow@uwrf.edu, University of Wisconsin, River Falls
Michael Vaksman, Mvaksman@STAFF.UWSUPER.EDU, University of Wisconsin, Superior
Danny Miles, miles@msmary.edu, Mount St. Mary's College
Betty Derrick, bderrick@valdosta.edu, Valdosta State University
Alexander Grushow, grushow@rider.edu, Rider University
Joseph S. Merola
Professor of Chemistry and Associate Dean for Research and Outreach
College of Arts and Sciences, Virginia Tech, Blacksburg, VA 24061-0405
jmerola@vt.edu
In the current educational climate, there are two "buzz phrases" that are sure to spark lively debate on their pros and cons: technology in education and distance education. These are highly interrelated topics with the former giving a whole new ability to accomplish the latter. In my presentation, I will attempt to portray my views on distance education in chemistry from multiple points of view. As a chemist, I see opportunities for distance education in chemistry to have real impact on life-long learning. As a practitioner, I have experienced some of these opportunities (and their associated pitfalls) first hand. Finally, as Associate Dean for Research and Outreach in the College of Arts and Sciences with responsibilities for distance education programs, I can give the viewpoint of one of those "damned administrators". Since all of these roles are wrapped up in one person, they will clearly not be three distinct viewpoints but rather a synthesis based on my experiences.
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