Pedagogy/Teaching & Learning
Backward Design
Posted by Cathy Welder on Monday, 12 June 2017Abstract:
Presented Monday night at the 2017 ALOC workshop.
Introducing Active Learning to students and colleagues
Posted by Jennifer Muzyka on Monday, 12 June 2017Flipping without video using reading questions
Posted by Jennifer Muzyka on Monday, 12 June 20172017 Workshop Schedule
Posted by Jennifer Muzyka on Thursday, 8 June 20172017 ALOC Workshop Information
Posted by Jennifer Muzyka on Wednesday, 7 June 2017A Parallel Controlled Study of the Effectiveness of a Partially Flipped Organic Chemistry Course on Student Performance, Perceptions, and Course Completion
Journal:
Journal of Chemical Education
Year:
2016
Volume:
93
Pages:
1984–1992
Abstract:
Organic chemistry is very challenging to many students pursuing science careers. Flipping the classroom presents an opportunity to significantly improve student success by increasing active learning, which research shows is highly beneficial to student learning. However, flipping an entire course may seem too daunting or an instructor may simply choose to use this approach selectively. This exploratory, mixed-methods study examines the effectiveness of a partially flipped course in the first semester organic chemistry course. Two sections were taught by the author in Fall 2015: a control section (n = 28 students) using a lecture-based format, and a flipped section (n = 26 students), where 8, 75 min classes (a third of the course) were taught with flipped pedagogy. Significant improvements in test questions on flipped topics were observed, as well as a significant reduction in the course withdrawal rate. While the average overall course grade was similar in the two sections, the flipped section had 25% more A’s and B’s. Survey and focus group data show that by the end of the semester students in the flipped section felt significantly more confident with the course material than the control section. As measured by student surveys over the course of the semester, students in the flipped section showed a significant change in their preferred type of instruction from lecture to a more collaborative approach, and also showed a significant increase in their comfort level with working in groups and using active learning strategies.
URL for article at publisher's site:
Scaffolded Semi-Flipped General Chemistry Designed To Support Rural Students’ Learning
Journal:
Journal of Chemical Education
Year:
2016
Volume:
93
Pages:
1999–2003
Abstract:
Students who lack academic maturity can sometimes feel overwhelmed in a fully flipped classroom. Here an alternative, the Semi-Flipped method, is discussed. Rural students, who face unique challenges in transitioning from high school learning to college-level learning, can particularly profit from the use of the Semi-Flipped method in the General Chemistry classroom. This method brings together preparation before class, active learning in class, and a supportive homework system, and it appears to have significant benefits both for students and for the instructor.
URL for article at publisher's site:
Learning on demand versus the traditional face-to-face lecture.
Posted by Jess Jones on Monday, 22 August 2016Abstract:
Upon attending a previous cCWCS workshop on Active Learning in Organic Chemistry the author was introduced to lecture capture technologies. These activities have been used by the author previously to create remedial videos for the Organic Chemistry classroom. A more ambitious project was enacted for the General Chemistry II classroom. A semester of in-class lecture was used to create a series of Learning On Demand videos. These videos showed a real classroom with the author discussing topics using PowerPoint as a visual aid while working problems on a white board. The videos gave a "real classroom" experience, with the advantages of being accessible at any hour and controlled by the user, allowing for waning attention spans. These videos were then used as the focal point of comparison between three separate courses: a fully face-to-face course (the parent course), a fully on-line lecture course, and a face-to-face course that had access to the Learning On Demand lectures. Initial classroom performances will be discussed along with logistics of the process.
Just-in-time teaching to enhance in-class comprehension.
Posted by Jess Jones on Monday, 22 August 2016Abstract:
The technique of Just-In-Time teaching was used as a preparative activity to increase student engagement and comprehension during lecture periods in a small classrooms. Activities involved the introduction of pre-class reading or video with an accompanying set of open-ended questions that were submitted via Dropbox before the relevant class meeting. The reading/video covered foudnational materials that would introduce the student to the new topic. The questions would serve to prove the students understanding of the initial concept. The questions would quickly flesh out early misconceptions about the subject while giving "gems" of incite from other studetns. Questions were introduced during the relevant class period with common answers, both good and bad, being used to drive discussions. The technique has been used for two full years of the two semester Organic Chemistry sequence, along with one semester of Environmental Chemistry. The fundamentals, example answers, logistics, and student feedback will be discussed.