Evaluation of a Flipped, Large-Enrollment Organic Chemistry Course on Student Attitude and Achievement

Autor/inn/en	Mooring, Suazette R.; Mitchell, Chloe E.; Burrows, Nikita L.
Titel	Evaluation of a Flipped, Large-Enrollment Organic Chemistry Course on Student Attitude and Achievement
Quelle	In: Journal of Chemical Education, 93 (2016) 12, S.1972-1983 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.6b00367
Schlagwörter	Undergraduate Students; Science Education; Organic Chemistry; Blended Learning; Large Group Instruction; Course Evaluation; Student Attitudes; Science Achievement; Online Courses; Conventional Instruction; Management Systems; Delivery Systems; Video Technology; Problem Solving; Learning Activities; Science Activities; Grades (Scholastic); Academic Failure; Statistical Significance; Student Improvement; Achievement Gains; Withdrawal (Education); Attitude Measures; Student Satisfaction; Comparative Analysis; Cognitive Processes; Difficulty Level; Multivariate Analysis; Statistical Analysis; Georgia + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Organische Chemie; Schülerverhalten; Online course; Online-Kurs; Auslieferung; Problemlösen; Lernaktivität; Notenspiegel; Achievement gain; Leistungssteigerung; Kursabbruch; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Multivariate Analyse; Statistische Analyse
Abstract	Organic Chemistry is recognized as a course that presents many difficulties and conceptual challenges for students. To combat the high failure rates and poor student attitudes associated with this challenging course, we implemented a "flipped" model for the first-semester, large-enrollment, Organic Chemistry course. In this flipped course, lectures were replaced by short videos, which were delivered via a course management system, and class time was reserved for problem solving and other active learning activities. We assessed the impact of the flipped course on course grades and failure rate compared to historical course data. The results showed that there was a statistically significant improvement in A and B grades and a decrease in failure/withdrawal rates for the flipped course. We also assessed students' attitudes toward the course using a valid and reliable instrument, the Attitude toward the Subject of Chemistry Inventory Version 2 (ASCIv2). The results showed a statistically significant increase in students' emotional satisfaction and intellectual accessibility for the flipped course compared to those for traditional lecture courses. The flipped format of the course provided students with increased access to course material, which increased time for in-class group learning and discussion. We believe that this aspect of the course format led to a reduction in cognitive load, thereby increasing students' emotional satisfaction and intellectual accessibility in the course. Our results demonstrate that the flipped course model can be adopted for challenging, large-enrollment courses. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01