Factors Influencing Student Learning in Semi-Flipped General Chemistry Courses

Autor/in	Ranga, Jayashree S.
Titel	Factors Influencing Student Learning in Semi-Flipped General Chemistry Courses
Quelle	In: Journal of Chemical Education, 97 (2020) 8, S.2130-2139 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ranga, Jayashree S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Science Instruction; Homework; Educational Technology; Teaching Methods; Problem Solving; Chemistry; Integrated Learning Systems; Science Achievement; Instructional Effectiveness; Undergraduate Students; College Science; Cooperative Learning + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hausaufgabe; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Chemie; Unterrichtserfolg; Kooperatives Lernen
Abstract	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. (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	2024/1/01