E-mail: ¹⁾sotheeswaran@usp.ac.fj, ²⁾DeepaGaschik@aol.com

Introduction
The Promise of CAI
The Challenges of CAI
Possible Uses of CAI in Chemical Education
Conclusion
References

Introduction

In the Asian/Pacific region chemical education at the tertiary level is in a crisis. Chemistry, being one of the fastest expanding subjects, has a very intense curriculum. The subject demands familiarity with symbolic thinking and 3-dimensional (3D) visualisation. This difficult situation for students and lecturers is exacerbated by the class sizes which have grown in recent years, making meaningful interaction in the lectures almost impossible. To complicate matters further, many students come to the university ill prepared with an array of alternative conceptions about various chemistry topics (Garnett, Garnett & Hackling, 1995; Nakhleh, 1992; Novick & Nussabaum, 1981).

The use of computer-assisted instruction (CAI) has been suggested as a possible solution to overcome some of these problems in Asian/Pacific chemical education. In order to incorporate CAI in tertiary education successfully, there are still several questions to be answered. There is an urgent need to find out what the strengths and the weaknesses of CAI are in the above context, and what features of their design are most important in enhancing student learning. In short, studies need to be conducted to evaluate the effectiveness of CAI in enhancing student performance in chemistry at the tertiary level in Asian/Pacific tertiary institutions.

This paper focuses on some of the perceived advantages of using CAI in the Asian/Pacific region. It also looks at the challenges of using CAI in the Asian/Pacific region and attempts to provide some solutions to overcome these challenges.

The Promise of CAI

Using CAI in learning chemistry has several advantages. Chemistry is a subject that relies heavily on symbols and 3D dynamic graphics. It is essential that chemistry students are able to understand these symbols and visualise these dynamic processes. Unfortunately, textbooks lack the ability to present these dynamic processes (Dori & Dori, 1996). This is an area in which CAI can be promising. By using multimedia packages, it is possible to introduce students to the dynamic processes and concepts of chemistry.

Smith and Jones (1989) point out that computers can be used to generate the same kinds of images that appear in books and on blackboards with the added advantage of being interactive and responsive to the needs of individual students. The realistic quality of these images enhance visualisation of the actual phenomena they represent. This is indeed a great boon of using CAI.

With the microcomputer, it is possible to provide three-dimensional, dynamic sequences of atomic and molecular behaviour in contrast to the static two-dimensional models commonly used by the lecturer during a lecture session (Williamson & Abraham, 1995). The dynamic qualities of animation allows a more detailed view of atomic and molecular behaviour that can be presented on the computer screen. As a result, dynamic visuals seem to be able to better depict many of the actual processes of chemistry.

CAI packages are tailored to provide individualised and controlled instruction. This is, indeed, a great advantage. With CAI, the student can backtrack, repeat, check, go slow, take a break, study in short spurts or study at length. Alongside individual instruction, there is opportunity to practice new skills, for review, for assessment and for remedial learning whenever necessary (Yalçinalp, Geban, & Özkan, 1995).

Learner control and immediate feedback also lead to student motivation being increased and positive attitudes towards CAI being established (Yalçinalp, et al., 1995). Teachers have a positive attitude towards CAI, because they generally feel that CAI is useful because of 3-dimensional representation, animation and visual and sound effects (Dori & Barnea, 1994).

The use of CAI results in more efficient use of instructor time, greater instructor-student interaction and better use of classroom time. However, the staff need to be trained to use software packages. Initially, training staff would involve time and resource costs, but in the long run the benefits incurred will be worth the initial costs.

The Challenges of CAI

One recurring problem in the use of computer software packages is that, software made by some companies may not be compatible with the hardware in the classroom. Alessi and Trollip (1991) have also alluded to this fact--"the accompanying problems in software and hardware incompatibility is a major factor hindering the success of computer-based instruction for improving education" (p.2). However, at present many publishers produce two versions of the commercially available software packages, so as to ensure that the software packages can run on IBM compatible and Macintosh machines, the more popular systems. There is a companion problem of rapid hardware obsolescence. Because of rapid development of computer technology, schools may be faced with an unending need for upgrading. Most of the countries in the Asian/Pacific region may not be able to cope with the cost of upgrading hardware on a regular basis. This might mean that the computer systems in developing countries in Asia and the Pacific may have to make do with outdated computer systems. This in turn would mean that the software packages that are generated to run on the newer computer systems cannot be used on these outdated systems.

Most of the software packages that are commercially available are developed in Western countries and are catered to meet the needs and requirements of students in Western countries. The language used is invariably English. Students in Asia/Pacific who have not been exposed to Western culture may find it difficult to relate to software that is culture-bound. Besides, in the case of multi media packages, the students may also find it difficult to comprehend the English accent of the presenter of the software package.

Most countries in the Asian/Pacific region are developing countries. The educational institutes in these countries may not have sufficient funds to purchase computers to be used by the large number of students enrolled in these institutions. Furthermore, many countries may find it difficult to keep up with the rapid expansion of computer hardware and software. At present, the availability of sufficient funding seems to be the major stumbling block for the use of CAI in Chemical Education.

Possible Uses of CAI in Chemical Education

There are important chemical experiments that cannot be carried out in the traditional laboratory setting either because the experiment is too expensive or involves dangerous chemicals. CAI can be of use in simulating these experiments. Complex industrial processes such as the Haber process can also be simulated on the computer. Simulation programs, for example step by step titration, can also be used as pre-lab exercises. The advantage of using a simulation program rather than working in the laboratory is that the sequences of the experiment can be stopped, started and analysed frame by frame.

Interactive CAI packages on mass spectrometry and nuclear magnetic resonance spectrometry enable students to draw any structure and obtain its correct spectral data for comparison with data available for unknown compounds. A few of these software packages are currently available and would benefit students in many Asian/Pacific Universities which cannot afford the purchase of expensive spectrometers.

A problem that most chemistry students have is that of balancing chemical equations. There are CAI packages that give supervised practice in writing chemical equations and are designed to help in the understanding of chemical equations. These packages also have the capability of giving graded chemical equations for balancing.

Several software packages have been developed which contain a range of exciting presentation tools to illustrate the patterns and principles of periodicity. CD-ROM based software packages provide an excellent visual database of all the chemical elements, including a range of sound, video and animation features which attracts even the students who are not so motivated to learn chemistry at the tertiary level. The information is not only made accessible in a way that is rapid and convenient but it is also made very absorbing.

There are software packages that contain multiple choice tests and answers. Multimedia software are available that show the 3D views of crystal structures for many important inorganic compounds. There are series of programs available that make full use of computer graphics. For example software packages that can be used to predict the shapes of simple molecules use computer graphics to a large extent. So do packages that are used to illustrate and test the electron pair repulsion theory.

There are software packages that contain IR, NMR, CMR and MS spectra of over a hundred organic compounds. These will be useful for teaching analytic organic chemistry. The software helps students to learn spectral interpretation through the use of interactive computer-based spectra. Spectroscopy software is a boon to the chemistry departments in developing countries which cannot afford to have expensive IR, UV, NMR and Mass spectrometers. To fully equip a single laboratory with all of these instruments would cost about $ 300,000 - $ 400,000, which will be well beyond the financial capabilities of many universities in the developing coountries of the Asian/Pacific Region.

Software packages are available that give information that is contained in expensive textbooks (that cost about U.S. $100). Such textbooks are beyond the reach of the average student in developing countries. If these software packages are made available on-line, several students will get the opportunity to access the material at the same time. True, site licenses have to be obtained for the use of such packages on more than a single computer. But, these are one-off built in costs in the use of CAI in Chemical Education.

Another feature of the computer is the access to the World Wide Web. Students can use the world wide web facilities of the computer to acquire data stored in overseas libraries. They can also use the World Wide Web to locate various chemistry related homepages. Some of the very useful website addresses for organic spectroscopy are :

(1) http://www.chem.ucla.edu/~webspectra
(2) http://www.nd.edu/~smithgrp/structure/workbook.html
(3) http://www.chem.ucalgary.ca/courses/351/Carey5th/Ch13/ch13-2dnmr-1.html

With web directories and other search tools, the student can find just about anything that interests him/her. Particularly useful resources offered by the Prentice Hall chemistry website, ChemCentral (http://www.prenhall.com/chemcentral/) need special mention. ChemCentral offers many unique functions to aid students in the study of chemistry. Each subject area of ChemCentral contains links to the various Prentice Hall textbooks that represent that area. Some textbooks, available online, allow the student to "reach out and touch" a chemistry molecule. They also proivde a Usenet newsgroup established for posting messages to discuss any aspect of a particular book with students and teachers elsewhere. The chat area offers live chat with other students using the same textbook. This can be particularly effective for study group meetings prearranged by e-mail.

Conclusion

The teaching of chemistry is changing. Despite some of the challenges, teaching and learning of chemistry can be enhanced by using computer-assisted instruction. Students can use software packages to access tutorial problems and answers at any time and in any place. For large classes the ability of software packages to mark tests and provide instant feedback is an asset. Using software packages, it is possible to examine the conceptually difficult area of molecules in 3D. Students are able to control the movement of molecules and as a result have some control over their learning. CAI has great potential as an instructional aid in the Asian/Pacific Region.

Website textbooks can serve the students throughout their college years as a supplement to their own class textbooks. Present day students of chemistry are indeed fortunate to have computer tools at their disposal. The Asia/Pacific Universities should ensure that enough computers and on-line facilities are made available to their students apart from providing software packages mentioned in this review paper to promote computer assisted instructions in chemical education.

References

1. Alessi, S.M., & Trollip, S.R. (1991). Computer-based instruction: Methods and development. New Jersey: Prentice-Hall, Inc.
2. Dori, Y.J., & Barnea, N. (1994, March). In-service chemistry teachers training: The impact of introducing computer technology on teachersÕ attitudes . Paper presented at the annual meeting of the National Association for Research in Science Teaching, Anaheim, California. (ERIC Document Reproduction Service No. ED 369646).
3. Dori, D., & Dori, Y.J. (1996). Object-process analysis of a hypertext organic chemistry studyware. Journal of Computers in Mathematics and Science Teaching, 15 (1/2), 65­84.
4. Garnett, P.J., Garnett, P.J., & Hackling, M.W. (1995). StudentsÕ alternative conceptions in chemistry: A review of research and implications for teaching and learning. Studies in Science Education, 25, 69-95.
5. Nakhleh, M.D. (1992). Why some students don't learn chemistry: Chemical misconceptions. Journal of Chemical Education, 69 (3), 191-196.
6. Novick, S., & Nussabaum, J. (1981). Pupil's understanding of the particulate nature of matter: A cross-age study. Science Education, 65 (2), 187-196.
7. Smith, S.G., & Jones, L. L. (1989). Images, Imagination and Chemical Reality. Journal of Chemical Education, 66 (1), 8-11.
8. Williamson, V.M., & Abraham, M.R. (1995). The effects of computer animation on the particulate mental models of college chemistry students. Journal of Research in Science Teaching, 32 (5), 521-534.
9. Yalçinalp, S., Geban, Ö. & Özkan, (1995). Effectiveness of using computer-assisted supplementary instruction for teaching the mole concept. Journal of Research in Science Teaching, 32 (10), 1083-1095.

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CEJ Vol. 8, No. 1, Contents