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A Comparison of the Usage of Tablet PC, Lecture Capture, and Online Homework in an Introductory Chemistry Course
ARTICLE

Journal of Chemical Education Volume 91, Number 1, ISSN 0021-9584

Abstract

Three emerging technologies were used in a large introductory chemistry class: a tablet PC, a lecture capture and replay software program, and an online homework program. At the end of the semester, student usage of the lecture replay and online homework systems was compared to course performance as measured by course grade and by a standardized final exam. Additionally, an attitudinal survey was used to assess the relative value students placed on each tool. While each tool received positive feedback, use of the tablet PC during lecture was rated the highest for enhancing learning and teaching effectiveness. Not surprisingly, students who completed most or all of the homework performed better than students who did not. Student usage of the lecture replay ranged from zero to over 30 h of viewing time. It was noted that international and ESL students were among the most voracious users of the lecture replay. Extensive use of the lecture replay did not correlate with course performance, as those who used this tool most heavily tended to place in the B-C grade brackets. The combination of the three tools appears to have a positive impact on retention compared with previous semesters, as 90% of students successfully completed this course.

Citation

Revell, K.D. (2014). A Comparison of the Usage of Tablet PC, Lecture Capture, and Online Homework in an Introductory Chemistry Course. Journal of Chemical Education, 91(1), 48-51. Retrieved November 22, 2019 from .

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