Sponsor
This study was supported by the National Science Foundation under Grant Numbers 1504989 (JFE and RJH), CHE-2002619 (RJH), and 2120843 (JB). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Published In
Journal of chemical education
Document Type
Article
Publication Date
3-2024
Subjects
Chemistry -- Study and teaching (Higher) -- Research
Abstract
In an ongoing effort to incorporate active learning and promote higher order learning outcomes in undergraduate organic chemistry, a hybrid (“flipped”) classroom structure has been used to facilitate a series of collaborative activities in the first two courses of the lower division organic chemistry sequence. An observational study of seven classes over a five-year period reveals there is a strong correlation between performance on the in-class activities and performance on the final exam across all classes; however, a significant number of students in these courses continue to struggle on both the in-class activities and final exam. The Activity Engagement Survey (AcES) was administered in the most recent course offering included in this study, and these preliminary data suggest that students who achieved lower scores on the in-class activities had lower levels of emotional and behavioral/cognitive engagement and were less likely to work in collaborative groups. In total, these findings suggest that if students can be guided to engage more successfully with the in-class activities, they are likely to be more successful in carrying out the higher order learning required on the final exam. In addition to the analyses of student performance and engagement in the in-class activities, the implementation of the flipped classroom structure and suggestions for how student engagement in higher order learning might be improved in future iterations of the class are described herein.
Rights
Copyright (c) 2024 The Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
Locate the Document
DOI
10.1021/acs.jchemed.3c00907
Persistent Identifier
https://archives.pdx.edu/ds/psu/41360
Citation Details
Holloway, L. R., Miller, T. F., da Camara, B., Bogie, P. M., Hickey, B. L., Lopez, A. L., ... & Eichler, J. F. (2024). Using Flipped Classroom Modules to Facilitate Higher Order Learning in Undergraduate Organic Chemistry. Journal of chemical education.