Despite recent interest in online learning, systematic comparisons of online learning environments with traditional classroom environments are limited, particularly in the sciences. Here, we report on a systematic comparison of an online and face-to-face classroom for a sophomore-level, lecture-only introductory inorganic chemistry course that is designed for students pursuing a chemistry major or minor. The online group consisted of three sections of students enrolled in Introduction to Inorganic Chemistry during two 8 week summer terms and one 4 week winter term. The face-to-face group consisted of two sections of students enrolled in Introduction to Inorganic Chemistry during two 15 week semesters. Both groups of students completed ten common exam questions, and a validated and reliable measure of their attitudes toward chemistry (Attitude toward the Subject of Chemistry Inventory Version 2: ASCIv2). Students in the online course and face-to-face course did not differ in their performance on the common exam questions, course grade distribution, or attitudes toward chemistry. Although few studies have compared online and face-to-face learning environments in the physical sciences, our results are consistent with the idea that students who complete an online course fare just as well as those who attend face-to-face classes.

中文翻译：

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在线和面对面的无机化学课程中学生态度和表现的比较

尽管最近对在线学习产生了兴趣，但是在线学习环境与传统教室环境的系统比较仍然有限，尤其是在科学领域。在这里，我们报告了一个在线课程和一个面对面课堂的系统比较，该课程针对二年级的，仅限讲座的无机化学入门课程，该课程专门为攻读化学专业或辅修课程的学生而设计。在线小组由三个部分的学生组成，分别在两个8周的夏季学期和一个4周的冬季学期学习了无机化学概论。面对面的小组由两个部分的学生组成，他们在两个15周的学期中学习了《无机化学概论》。两组学生都完成了10个常见的考试问题，以及他们对化学态度的有效且可靠的衡量标准（对化学主题清单2：ASCIv2的态度）。在线课程和面对面课程的学生在常见考试问题，课程成绩分布或对化学的态度上的表现没有差异。尽管很少有研究比较物理领域的在线学习环境和面对面学习环境，但我们的结果与以下观点一致：完成在线课程的学生与参加面对面课程的学生一样。