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Issue 4, 2017
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Design and implementation of instructional videos for upper-division undergraduate laboratory courses

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Well-designed laboratories can help students master content and science practices by successfully completing the laboratory experiments. Upper-division chemistry laboratory courses often present special challenges for instruction due to the instrument intensive nature of the experiments. To address these challenges, particularly those associated with rotation style course structures, pre-laboratory videos were generated for two upper-division laboratory courses, Analytical Measurements and Physical Measurements. Sets of videos were developed for each experiment: a pre-laboratory lecture, an experimental, and a data analysis video. We describe the theoretical principles that guided the design of the instructional videos as well as the process. To assess the impact of the videos on students' successful completion of the experiments, a mixed-methods approach to data collection was used, which included video-recorded laboratory observations, student one-on-one interviews, and the Meaningful Learning in the Laboratory Inventory (MLLI) survey. Our findings indicate that video-based resources can help alleviate some challenges associated with rotation-style labs, particularly the temporal disconnect between pre-laboratory lectures and experiment completion as well as the need for more student autonomy in upper-division laboratory courses.

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Article information

24 Apr 2017
31 May 2017
First published
31 May 2017

Chem. Educ. Res. Pract., 2017,18, 749-762
Article type

Design and implementation of instructional videos for upper-division undergraduate laboratory courses

J. A. Schmidt-McCormack, M. N. Muniz, E. C. Keuter, S. K. Shaw and R. S. Cole, Chem. Educ. Res. Pract., 2017, 18, 749
DOI: 10.1039/C7RP00078B

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