Uladzimir Slabin

Abstract：Knowing students’ opinions about instructor’s screen sharing via various media is important for developing online science courses including chemistry. This study examined university students’ opinions about the idea and the practice of instructor’s screen sharing via websites on example of join me, VoIP-applications on example of Skype, and multi-user 3D virtual environments on example of Second Life. It was conducted during summer course of General Chemistry at University of Oregon College of Arts and Sciences in Eugene, USA, for two consecutive years, 2001 and 2012. The data were collected through an online 14-item 4-point Like type questionnaire and students’ reviews. It was found that students have primarily positive opinions about screen sharing regardless of their gender, major, residence, and employment status. Join me was found to be the most and Second Life to be the least favored media for screen sharing. Students with higher final grades provided more positive opinions.

Key words：Chemistry education, online teaching, screen sharing, Skype, Second Life.

总  结：作为中心科学（布朗，李梅，事件，墨菲， 伍德沃德，2012），化学的教学和研究应在特别有效的方法。不像其他的学科，主要是人文科学，化学总是需要写作的参与。考虑演讲方面：在听讲座和/或观看的幻灯片可以很好地点的历史或文化的研究，它是相当不足，指出化学。如果你想成为真正的精通，他/应该反复写化学符号，公式，方程式，等。/他看到他们在一个演讲或课本中–同步，后演讲或课本–异步。也许，没有的化学知识的八大类别识别通过介绍化学教师（化学语言，原子结构，分子结构，–物质的化学性质结构域；化学反应，动力学，热力学，和平衡化学反应域）（2013，p.833）可以掌握没有学生的主动写作，并经常与教师的写作参与。当它来临的时候在实验方面，很明显，参与是一个关键的：没有分析/合成化学水平没什么–手工技能可以发展实际参与不只是看和听。

出处：《Journal of Baltic Science Education》