Effectiveness of an Asynchronous Online Module on University Students’ Understanding of the Bohr Model of the Hydrogen Atom
Web-based learning is a growing field in education, yet empirical research into the design of high quality Web-based university science instruction is scarce. A one-week asynchronous online module on the Bohr Model of the atom was developed and implemented guided by the knowledge integration framework. The unit design aligned with three identified metaprinciples of science learning: making science accessible, making thinking visible, and promoting autonomy. Students in an introductory chemistry course at a large east coast university completed either an online module or traditional classroom instruction. Data from 99 students were analyzed and results showed significant knowledge growth in both online and traditional formats. For the online learning group, findings revealed positive student perceptions of their learning experiences, highly positive feedback for online science learning, and an interest amongst students to learn chemistry within an online environment.
KeywordsOnline learning Asynchronous learning Chemical education Undergraduate chemistry
The authors would like to thank Tom Hammond, Brook Sawyer, Joan Fu, Mary Jo Bojan, Lori Stepan Van Der Sluys, and Katie Farina for their feedback and suggestions.
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