Distance Learning: A Viable Alternative to the Conventional Lecture-Lab Format in General Chemistry

Student performance in two first-semester general chemistry courses are compared to determine whether a distance learning model can provide a comparable learning opportunity to the conventional lecture–laboratory format. The conventional course was taught at a midsized, southeastern university; the distance learning course was taught through a community college. The laboratory portion of the distance learning course consisted of at-home (kitchen chemistry) experiments. For the first two semesters (Version I), the lecture portion of the course was delivered via the Internet and the students met on campus each week for a laboratory–recitation session. For the following three semesters (Version II), all instruction was offered via the Internet. In every semester, distance learning students achieved higher average scores than their university counterparts on common final exams. In laboratory practicals, distance learners demonstrated manipulation, data analysis, and data reporting skills that surpassed those of the students in the conventional course. These results suggest that this distance learning model for teaching chemistry can be an effective alternative to conventional teaching methods for the types of students who typically succeed in a distance learning environment. The results also demonstrate a unique approach to helping students appreciate the relevance of chemistry to their daily lives.