Use of an Online Social Annotation Platform to Enhance a Flipped Organic Chemistry Course

Autor/inn/en	Sigmon, Anna J.; Bodek, Matthew J.
Titel	Use of an Online Social Annotation Platform to Enhance a Flipped Organic Chemistry Course
Quelle	In: Journal of Chemical Education, 99 (2022) 2, S.538-545 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sigmon, Anna J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00889
Schlagwörter	Flipped Classroom; Organic Chemistry; Science Instruction; Social Media; Peer Relationship; Video Technology; Asynchronous Communication; Cooperative Learning; Student Attitudes; Interpersonal Communication; Telecommunications; Technology Uses in Education; Interaction + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Organische Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Soziale Medien; Peer-Beziehungen; Kooperatives Lernen; Schülerverhalten; Interpersonale Kommunikation; Telekommunikationstechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interaktion
Abstract	A free online social annotation platform, Perusall, was incorporated into a flipped organic chemistry course sequence. The platform provides an interactive chat enhanced with social media features that facilitates student engagement with each other as they watch videos in an asynchronous format. This technology transforms how students watch flipped content from an isolated experience to an active, collaborative one in which they can ask questions, discuss ideas, and get feedback. Student compliance was high, and survey responses about the technology were generally positive, with students reporting that it improved their understanding, decreased their boredom when watching videos, and made them more comfortable in asking questions. The quality of the conversations on Perusall was typically better than what we have been able to stimulate in class, likely because of the low-stakes environment of commenting in the chat. Analytics revealed that, on average, students actively watched each video for a time period that was 3 times the video length, with shorter videos resulting in higher relative viewing times compared with lengthier videos. Overall, this technology offers a new tool for instructors seeking to enhance student learning experiences in flipped classrooms by facilitating social, collaborative interactions with videos. (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