We recently shared our design of a two semester flipped organic chemistry course in which we gave students in-class quizzes to incentivize attendance and watching the lecture videos in advance. With a second iteration...
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We recently shared our design of a two semester flipped organic chemistry course in which we gave students in-class quizzes to incentivize attendance and watching the lecture videos in advance. With a second iteration, we planned to make the video-watching experience more engaging. We accordingly hypothesized that if students completed short at-home quizzes while watching the videos, then attentiveness, engagement, and learning would increase. We tested this with a later section of the course, dividing the material into 13 units. For units 1-6, we gave in-class quizzes;for 7-13, quizzes were at home. Although units 1-6 and 7-13 covered different material, we were nonetheless surprised when students' average quiz scores decreased for the take-home quizzes because they did not have a time limit and were open book, unlike the in-class quizzes. Anonymous survey feedback showed a strong preference for quizzes in class and indications that take-home quizzes demotivated attendance and preclass watching of the videos. Thus, for analogous flipped-course designs in chemistry, we recommend an in-class quizzing strategy over take-home quizzes to positively affect engagement, learning, and attendance. Of note, this course was synchronously delivered to two groups of students at geographically distinct satellite locations.
We are hereby presenting a didactic concept for an advanced lab course that focuses on the design of donor materials for organic solar cells. Its research-related and competence-based approach qualifies the students t...
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We are hereby presenting a didactic concept for an advanced lab course that focuses on the design of donor materials for organic solar cells. Its research-related and competence-based approach qualifies the students to independently and creatively apply computational methods and to profoundly and critically discuss the results obtained. The high degree of multidisciplinarity and the diversity of both the field of materials modeling and the students are considered within a modularized structure that allows the students to advance according to their individual abilities and interests. On the basis of our experience, through a hands-on format, it is possible to effectively capture the students' intrinsic interest in this research field and prepare them for their future work in academia and industry.
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