Supplemental Learning in the Laboratory: An Innovative Approach for Evaluating Knowledge and Method Transfer

• Published in: Journal of chemical education 2017-08, Vol.94 (8), p.1094-1097
• Main Authors: Carter, Melissa D, Pierce, Sarah S, Dukes, Albert D, Brown, Rebecca H, Crow, Brian S, Shaner, Rebecca L, Heidari, Leila, Isenberg, Samantha L, Perez, Jonas W, Graham, Leigh Ann, Thomas, Jerry D, Johnson, Rudolph C, Gerdon, Aren E
• Format: Article
• Language: English
• Subjects: Analytical chemistry; CAI; College students; Computer assisted instruction; Computers; Continuing education; Disease control; Distance learning; Educational tests & measurements; Institutions; Knowledge management; Laboratory Experiments; Learning; Light emitting diodes; Organic Chemistry; Quality control; Spectrophotometry; Students; Teachers; Teaching; Teaching Methods; Technology assessment; Technology transfer
• ISSN: 0021-9584; 1938-1328
• DOI: 10.1021/acs.jchemed.6b00964

The Multi-Rule Quality Control System (MRQCS) is a tool currently employed by the Centers for Disease Control and Prevention (CDC) to evaluate and compare laboratory performance. We have applied the MRQCS to a comparison of instructor-led and computer-led prelaboratory instruction for a supplemental learning experiment. Students in general chemistry and analytical chemistry from both two- and four-year institutions performed two laboratory experiments as part of their normal laboratory curriculum. The first laboratory experiment was a foundational learning experiment in which all of the students were introduced to the Beer–Lambert law and spectrophotometric light absorbance measurements. The foundational learning experiment was instructor-led only, and participant performance was evaluated against a mean characterized value. The second laboratory experiment was a supplemental learning experiment in which students were asked to build upon the methodology they learned in the foundational learning experiment and apply it to a different analyte. The instruction type was varied randomly into two delivery modes, with participants receiving either instructor-led or computer-led prelaboratory instruction. The MRQCS was applied, and it was determined that there was no statistical difference between the quality control passing rates of the participants receiving instructor-led instruction and those receiving computer-led instruction. These findings demonstrate the successful application of the MRQCS to evaluate knowledge and technology transfer.