Students who enroll in an introductory course such as chemistry 125/126 are typically heterogeneous with respect to the fundamental background knowledge and skills needed to perform satisfactorily in the course. A purpose of the pre-lab lecture component of the course is to provide students with the necessary background terminology, information, and skills students needed to be familiar with so student can enter the lab on an equitable footing. The pre-lab lectures for chemistry 125/126 occur in a large lecture hall with 450 seats due to the large enrollment (1400 students, Fall 2009). Most research studies seem to agree that introducing interactivity into courses can dramatically improve learning outcomes. It is unfortunately true that in a large lecture setting, individualized interactive learning is typically minimal even if interactive questions are posed and/or interactive tools such as clickers are introduced. For example, even with clickers the student who is "lost" may observe the diversity of responses but his/her individual learning needs may not be addressed. In addition, many of the live demonstrations are often not student processed with respect to details during the limited exposure time. The primary purpose of this proposal is to receive support to transform the large lecture classroom delivered format to an interactive online format that will better address the needs and interests of individual students. The ultimate objective is to improve student preparedness and thus improve student achievement, student interest, and student retention. For the past three years with the aid of LSA/ISS media center, I have been producing a library of videos of the chemical demonstrations that have typically been done live during lectures. During Fall 2009, some videos were folded into PowerPoint presentations and used in sync with a live demonstration so as to allow attention to details that are not apparent or processed during a live demonstration. During Winter 2010 lectures also became available as video Podcasts in mp4 format so that students could observe and listen and replay any portion of the lecture. The current proposal would allow the large lecture to transition to a form where students could interact on a more personalized basis within an online format. For example, an enhanced Podcast can be taken to another level by incorporating exercises with targeted feedback. Thus if problems and/or questions are posed the feedback provided can be based on an individual or team-based (rather than class) response. For example, students can be asked to make predictions about chemical properties or reactivity on a personal basis before observing a video or other form of feedback providing the outcome. Online learning resources for given topics can be provided as links for students desiring further practice on a given topic. Online learning resources related to real-life applications of the subject can be provided as links to address and catalyze student interests. In addition, students can be encouraged to pose additional questions or provide comments for posting on CTools for the purpose of additional dialogue.