This paper examines the effectiveness of adding an online component to the general chemistry laboratory in which students view prelaboratory instructional materials through online videos prior to completing general chemistry laboratory activities. Using a quasi-experimental design, we compared the performance of 1089 general chemistry students who viewed online prelaboratory videos for two laboratory activities and attended face-to-face prelaboratory lectures for two additional laboratory activities. Students were assessed on their understanding of the rationale for specific laboratory procedures, their efficiency at completing each activity in the allotted time, and their help-seeking behavior during laboratory sessions. Students were more efficient and demonstrated a greater understanding of the rationale for procedures for the two laboratory activities that used online prelaboratory videos than those that used prelaboratory lectures. No differences were observed in help-seeking behavior between the two conditions. These results suggest that online prelecture videos have significant potential for improving student learning in the general chemistry laboratory and for reducing demand on institutional resources for associated courses.

中文翻译：

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在线实验前视频可提高普通化学实验室的学生表现

本文探讨了在普通化学实验室中添加在线组件的有效性，在普通化学实验室中，学生可以在完成普通化学实验室活动之前通过在线视频查看实验室前指导材料。使用准实验设计，我们比较了1089名普通化学专业学生的表现，他们观看了两次实验室活动的在线实验室前视频，并参加了另外两项实验室活动的面对面实验室前讲座。在评估学生对特定实验室程序原理的理解，在指定时间内完成每项活动的效率以及在实验室会议期间寻求帮助的行为时，会对他们进行评估。与使用实验室前讲义的学生相比，学生使用在线实验室前讲义的视频进行实验的效率更高，并且对这两项实验室活动的程序原理有了更深入的了解。两种情况下的求助行为均未观察到差异。这些结果表明，在线讲座视频具有巨大的潜力，可以改善普通化学实验室的学生学习，并减少对相关课程的机构资源的需求。