Factors Influencing Student Learning in Semi-Flipped General Chemistry Courses

In this study, customized videos and chapter handouts served as pre-class materials for semi-flipped General Chemistry II courses. Face-to-face class time involved engaging students in interactive problem-solving sessions on the board with the instructor and collaborative group activities. During th...

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Bibliographic Details
Published in:Journal of chemical education 2020-08, Vol.97 (8), p.2130-2139
Main Author: Ranga, Jayashree S
Format: Article
Language:English
Subjects:
Assessments
Chemistry
Classroom communication
Collaboration
College Science
College students
Cooperative Learning
Course Content
Educational Technology
End users
Flipped classroom
Group Activities
Homework
Instructional Effectiveness
Integrated Learning Systems
Interactive learning
Learner Engagement
Learning
Learning Management Systems
Management Systems
Organic Chemistry
Problem Solving
Science Achievement
Science Instruction
Students
Summative Evaluation
Teaching Methods
Undergraduate Students
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Summary:In this study, customized videos and chapter handouts served as pre-class materials for semi-flipped General Chemistry II courses. Face-to-face class time involved engaging students in interactive problem-solving sessions on the board with the instructor and collaborative group activities. During the interactive problem-solving sessions, students guided the instructor with steps and any questions/concerns related to the topics of discussion were addressed. Students were in a position to participate during interactive sessions, as they had reviewed pre-class materials. Various components of semi-flipped classrooms are discussed in this article. The impact of homework completion and usage of course content through page views option on Canvas (Learning Management System) were investigated. Students who completed all the homework (all-HW) in the course performed significantly better on summative assessments than students who completed some of the homework (some-HW). Applying content from pre-class materials and face-to-face discussions to homework led to meaningful engagement of students. On the basis of the course content usage through page views on Canvas (LMS), students were categorized as high end users (HEU) or low end users (LEU). The performances of HEU students on summative assessments were comparable to LEU students in the course.
ISSN:0021-9584
1938-1328
DOI:10.1021/acs.jchemed.9b01165