Effects and implications of mini-lectures on learning in first-semester general chemistry

Abstract

This study describes the efficacy of a novel tool, mini-lecture movies, in teaching Web based general chemistry. The analysis shows a marked improvement in student learning, as evidenced by a corresponding increase in homework and final exam scores. Students with access to mini-lecture movies scored 11.2% (p = 0.016) higher than students who did not. Mini-lecture movies targeted on topics known to cause problems to students improved scores even more, by 21.8% (p ≤ 0.000). The results not only show a significant difference in learning at the p = 0.05 level, they may also show signs of an improvement in the way students learn. The use of this tool may have implications for improving traditionally taught general chemistry (online or face-to-face) courses in a way that is consistent with the suggestions found using the interactive compensatory model of learning. Also, successful application of this tool could provide instructors with a framework for updating courses that includes an appropriate mixture of activity-based, student-centered, and traditional methods. In addition to evaluating the effectiveness of mini-lecture movies, this study provides suggestions for improving mini-lecture movie usage both in content and in conjunction with current learning theories. Note, since these results are taken from relatively small sample sizes (N around 22) there is a need for further investigation.