TY - JOUR
T1 - Connecting pH and Molarity to Health Care A Qualitative Assessment of BSN Student Responses to an Online Lab Exercise
AU - Mahaffey, Angela
N1 - Given the recent state of social distancing, the online lab experience discussed in this article offers an economical and versatile approach to online undergraduate chemistry lab instruction. With videoconferencing software, this experience is easily adaptable to a socially distanced learning environment, although it was initially designed for a classroom (nonlaboratory) setting with an instructor present.
PY - 2022
Y1 - 2022
N2 - Given the recent state of social distancing, the online lab experience discussed in this article offers an economical and versatile approach to online undergraduate chemistry lab instruction. With videoconferencing software, this experience is easily adaptable to a socially distanced learning environment, although it was initially designed for a classroom (nonlaboratory) setting with an instructor present. The chemistry for health professions lab course described was designed with electronic prelab testing, postlab testing, and lab report submission via an online learning management system for each of the nearly dozen online lab exercises. This article assesses qualitative student responses to the online Urinalysis, pH, and Molarity virtual lab exercise offered in this lab course for health sciences majors. Students anonymously surveyed in the fall 2019 semester course (n = 161) noted the “student-friendly” and cognitively promoting characteristic of the online lab experience. The virtual workbench and online pre- and postlab testing and lab report submission (with data sets) provided an immersive chemical laboratory experience for the students enrolled, and more than 90% of the 138 fall 2019 semester students noted that they would recommend this lab experience to future undergraduate health sciences students enrolled in the Chemistry for Health Professions lab course.
AB - Given the recent state of social distancing, the online lab experience discussed in this article offers an economical and versatile approach to online undergraduate chemistry lab instruction. With videoconferencing software, this experience is easily adaptable to a socially distanced learning environment, although it was initially designed for a classroom (nonlaboratory) setting with an instructor present. The chemistry for health professions lab course described was designed with electronic prelab testing, postlab testing, and lab report submission via an online learning management system for each of the nearly dozen online lab exercises. This article assesses qualitative student responses to the online Urinalysis, pH, and Molarity virtual lab exercise offered in this lab course for health sciences majors. Students anonymously surveyed in the fall 2019 semester course (n = 161) noted the “student-friendly” and cognitively promoting characteristic of the online lab experience. The virtual workbench and online pre- and postlab testing and lab report submission (with data sets) provided an immersive chemical laboratory experience for the students enrolled, and more than 90% of the 138 fall 2019 semester students noted that they would recommend this lab experience to future undergraduate health sciences students enrolled in the Chemistry for Health Professions lab course.
UR - https://www.nsta.org/journal-college-science-teaching/journal-college-science-teaching-novemberdecember-2022/connecting
M3 - Article
VL - 52
JO - Journal of College Science Teaching
JF - Journal of College Science Teaching
IS - 2
ER -