Abstract:

While the availability of large amounts of online information and the omnipresence of computer based learning environments (CBLE) has multiplied the potential for learning in STEM courses, the very nature of online materials such as their non­‐linearity, non-­sequentiality and open-­endedness has posed significant learning challenges for young students such as information overload and students’ lack of self-­regulation and self-­evaluation skills.
On the other hand, instructors too often rely on “precooked” sets of data provided by textbooks or other static learning resources in order to exactly prove the scientific topic that is being covered. However, in order to achieve higher-­order levels of thinking (analysis, application and evaluation) instructors need to include more flexible, open-­ended and evidence-­based learning resources. Higher-­order thinking and learning autonomy is now a required skill in order to navigate through vast amounts of online information and succeed in our very ever-­changing dynamic society.
As a solution to this problem we designed ChemEd X Data (http://chemdata.umr.umn.edu) as an open web platform that makes it easy to browse, represent and compare physical and chemical information involving hundreds of compounds.
This platform takes advantage of open scientific databases to allow students to navigate, choose, represent and analyze real experimental data. It allows instructors to build activities to empower students to build their own knowledge.
We have implemented this platform in an undergraduate chemistry course with 85 students. Results regarding their performance before and after using this platform offer some evidence of both the challenges and the promises for ChemEd X Data and the use of self-directed learning in general.

Keywords:

Self-directed learning, computer-based learning environments, open data, web-based learning.