Scaffolded online learning modules for milliequivalency and milliosmolarity

To improve student learning with the use of scaffolded online learning modules that address underlying concepts and mathematical procedures related to milliequivalency and milliosmolarity.

Two online learning modules were created centering on the concepts necessary to calculate milliequivalency and milliosmolarity. Concepts were scaffolded so that students first reviewed elements of the equations individually, next were walked through example calculations, and finally attempted the calculations on their own. Each module opened for students prior to the class in which that topic was covered. An in-class lecture followed the self-paced online modules.

Exam scores from the present study were compared to exam scores from a previous year. Only scores on questions that were identical in both years were compared. Students were surveyed to better understand their use of and reactions to the self-paced modules.

A chi-square test revealed that overall students who used the scaffolded modules did significantly better on the exam than students who did not use the modules, χ² (1, N = 1832) = 68.48, p = 1.27E-16. In looking at the individual questions (four total), the chi-square test resulted in a significant difference in two. Both of these were milliequivalency questions-in the first question, χ² (1, N = 458) = 38.30, p = 6.08E-16, and in the second, χ² (1, N = 458) = 39.91, p = 2.66E-16. Based on student survey feedback, students were in favor of these self-paced modules as preparation for the calculations they would have to perform in class and in exams.