NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ819459
Record Type: Journal
Publication Date: 2009-Jan
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0360-1315
Integration of Simulation into Pre-Laboratory Chemical Course: Computer Cluster versus WebCT
Limniou, Maria; Papadopoulos, Nikos; Whitehead, Christopher
Computers & Education, v52 n1 p45-52 Jan 2009
Pre-laboratory activities have been known to improve students' preparation before their practical work as they assist students to make available more working memory capacity for actual learning during the laboratory. The aim of this investigation was to compare two different teaching approaches which supported a pre-laboratory session by using the same simulation program. The investigation was conducted in two countries (Greece and UK). The Greek students attended the course in a computer cluster, where the teacher and the students had a face-to-face communication, while the English students participated in the on-line WebCT course, where there was an on-line asynchronous discussion. A crucial point which emerged from this investigation was that the simulation program in the two different pre-laboratory training sessions gave the same learning outcome; however, the learning characteristics and the teacher's effort were different. Thus, the teacher could adopt both the two teaching approaches depending on the university facilities, the staff's time and the students' familiarity with virtual learning environments. However, in each case of students followed a different way (collaboration or/and independent learning) to obtain the similar learning outcome. In all cases after their pre-laboratory training session they entered the laboratory performing the experiments without any further instructions. Additionally, the teacher's role was slight difference in the two teaching approaches. In the computer cluster, the teacher had a more active role guiding students to obtain the expected learning outcome through face-to-face discussion and interaction, whereas in the case of the virtual learning environment (WebCT), the teacher had a more of a facilitator role focused on posing questions to the students and collecting the resources promoting the independent learning. (Contains 7 tables and 2 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece; United Kingdom