Chemistry online in a constructivist environment

This paper reports on the use of a constructivist approach to the online design and delivery of a first year chemistry course at Swinburne University of Technology during 2004. The transition to tertiary education for most students is difficult but particularly so for those that come to higher education with diverse and disparate backgrounds. Students often have unrealistic expectations of university life, their learning environment and the skills they require to succeed. The engagement of such students presents a continual challenge for teaching academics. In this case study the delivery approach used employed a mixture of both online and face-to-face delivery. Lectures were pre-recorded and delivered using video streaming via the universities Learning Management System, Blackboard., and CD-ROM. Theoretical concepts and practical skills covered in the lectures were reinforced via face-to-face tutorials and laboratory sessions. Online discussion forums were established to encourage scientific debate and help build a student centred learning environment. Evaluation of the targeted outcomes indicate that issues such as social dynamics, and staff.s inexperience with technology, impacted on the student.s learning experience more than the diversity of learning backgrounds students came to the course with.