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Student Perceptions of Online Homework Use for Formative Assessment of learning in Organic Chemistry

JOURNAL OF CHEMICAL EDUCATION 2015年第11期92卷 1813-1819页

作者： Richards-Babb, Michelle Curtis, Reagan Georgieva, Zornitsa Penn, John H. W Virginia Univ C Eugene Bennett Dept Chem Morgantown WV 26506 USA W Virginia Univ Dept Learning Sci & Human Dev Morgantown WV 26506 USA

Use of online homework as a formative assessment tool for organic chemistry coursework was examined. Student perceptions of online homework in terms of (i) its ranking relative to other course aspects, (ii) their learning of organic chemistry, and (iii) whether it improved their study habits and how students used it as a learning tool were investigated. Our students perceived the online homework as one of the more useful course aspects for learning organic chemistry content. We found a moderate and statistically significant correlation between online homework performance and final grade. Gender as a variable was ruled out since significant gender differences in overall attitude toward online homework use and course success rates were not found. Our students expressed relatively positive attitudes toward use of online homework with a majority indicating improved study habits (e.g., study in a more consistent manner). Our students used a variety of resources to remediate incorrect responses (e.g., class materials, general online materials, and help from others). However, 39% of our students admitted to guessing at times, instead of working to remediate incorrect responses. In large enrollment organic chemistry courses, online homework may act to bridge the student-instructor gap by providing students with a supportive mechanism for regulated learning of content.

关键词： Second Year Undergraduate Organic Chemistry internet/web-based learning Multimedia-based learning Enrichment/Review Materials

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Teaching a Chemistry MOOC with a Virtual Laboratory: Lessons Learned from an Introductory Physical Chemistry Course

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JOURNAL OF CHEMICAL EDUCATION 2015年第10期92卷 1661-1666页

作者： O'Malley, Patrick J. Agger, Jonathan R. Anderson, Michael W. Univ Manchester Sch Chem Manchester M13 9PL Lancs England

An analysis is presented of the experience and lessons learned of running a MOOC in introductory physical chemistry. The course was unique in allowing students to conduct experimental measurements using a virtual laboratory constructed using video and simulations. A breakdown of the student background and motivation for taking the course is presented, and the student feedback on the course is also provided. It is concluded that even practical based chemistry courses can be successfully delivered online and such courses have the potential to provide a valuable addition to campus based chemistry teaching at university level.

关键词： First-Year Undergraduate/General Distance learning/Self Instruction Computer-based learning Physical Chemistry Continuing Education internet/web-based learning

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Introduction to the Spring 2014 ConfChem on the Flipped Classroom

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JOURNAL OF CHEMICAL EDUCATION 2015年第9期92卷 1564-1565页

作者： Luker, Chris Muzyka, Jennifer Belford, Robert Highland Local Sch Medina OH 44256 USA Ctr Coll Danville Danville KY 40422 USA Univ Arkansas Little Rock AR 72204 USA

Students' active engagement is one of the most critical challenges to any successful learning environment. The blending of active engagement along with rich, meaningful content is necessary for chemical educators to re-examine the purpose of the chemistry classroom. The Spring 2014 ConfChem conference, Flipped Classroom, was held from May 9 to June 12, 2014, and contained 8 papers and a poster session discussing a variety of ways to engage students within a flipped learning approach to the classroom. This communication introduces the conference, suggests that the flipped classroom is a growing trend, and invites readers to engage in further discussions on how technology can be leveraged to transform the face-to-face practice with our students.

关键词： High School/Introductory Chemistry First-Year Undergraduate/General General Public Collaborative/Cooperative learning Computer-based learning internet/web-based learning Conferences Student-Centered learning Curriculum Chemical Education Research

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ConfChem Conference on Flipped Classroom: Spring 2014 ConfChem Virtual Poster Session

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JOURNAL OF CHEMICAL EDUCATION 2015年第9期92卷 1582-1583页

作者： Belford, Robert E. Stoltzfus, Matthew Houseknecht, Justin B. Univ Arkansas Dept Chem Little Rock AR 72022 USA Ohio State Univ Dept Chem Columbus OH 43210 USA Wittenberg Univ Dept Chem Springfield OH 45501 USA

This communication describes the virtual poster session of the Flipped Classroom online ConfChem conference that was hosted by the ACS CHED Committee on Computers in Chemical Education (CCCE) from May 9 to June 12, 2014. During the conference's online discussions, it became evident that multiple participants who were not presenting papers had been involved with various flipped activities that could also be presented. So the CCCE decided to run an experiment, and half way through the conference put forth a call for presentations for a general poster session during the last week of the conference. The idea was to allow anyone involved with flipped classroom activities the opportunity to present their work during the ConfChem. An announcement was made half way through the conference and three participants were able to generate the following posters for the session: (i) A Year of Organic Chemistry Group Work with iPads, by Justin Houseknecht;(ii) Implementing Peer Instruction in a Flipped General Chemistry Classroom, by Matthew Stoltzfus;and (iii) Can Flipping Introduce New Cognitive Artifacts to the Classroom?, by Robert E. Belford. This communication starts with a description of a virtual poster session as a form of scientific communication, followed by a brief description of the topics of each of the three posters, and a brief discussion of our experience with this experiment in scientific communications. The complete posters and discussions are attached to this communication as Supporting Information.

关键词： High School/Introductory Chemistry First-Year Undergraduate/General Collaborative/Cooperative learning Computer-based learning internet/web-based learning Second-Year Undergraduate learning Theories

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Design, Implementation, and Evaluation of a Flipped Format General Chemistry Course

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JOURNAL OF CHEMICAL EDUCATION 2015年第9期92卷 1437-1448页

作者： Weaver, Gabriela C. Sturtevant, Hannah G. Univ Massachusetts Dept Chem Amherst MA 01003 USA Univ Massachusetts Inst Teaching Excellence & Fac Dev Amherst MA 01003 USA Purdue Univ Dept Chem W Lafayette IN 47907 USA

Research has consistently shown that active problem-solving in a collaborative environment supports more effective learning than the traditional lecture approach:In this study, a flipped classroom format was implemented and evaluated in the chemistry majors' sequence at Purdue University over a period of three years. What was formerly lecture material was presented online outside of class time using videos of PowerPoint lectures with a voice-over. In-class time was devoted to collaborative problem solving based on the Student Centered Active learning Environment with Upside-Down Pedagogies (SCALE-UP) approach, which has been shown to increase student exam scores and passing rates. The purpose of this proof-of-principle study was to look at quantitative measures of student performance in the flipped versus the traditional lecture approach of this chemistry course. Three years of results using ACS standardized exams showed that students' ACS general chemistry exam scores in the flipped class were significantly higher by almost one standard deviation when compared with the students' previous scores in the traditional class. Analysis of open-ended surveys given to students at the end of the course showed that the majority of students responded positively to the format, listing a variety of benefits, drawbacks, and ways to improve that can inform future implementations.

关键词： First-Year Undergraduate/General Chemical Education Research Distance learning/Self Instruction Collaborative/Cooperative learning internet/web-based learning Testing/Assessment Problem Solving/Decision Making

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Using Jigsaw-Style Spectroscopy Problem-Solving To Elucidate Molecular Structure through Online Cooperative learning

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JOURNAL OF CHEMICAL EDUCATION 2015年第7期92卷 1188-1193页

作者： Winschel, Grace A. Everett, Renata K. Coppola, Brian P. Shultz, Ginger V. Lonn, Steven Univ Michigan Dept Chem Ann Arbor MI 48109 USA Univ Michigan Learning Educ & Design Lab Digital Educ & Innovat Ann Arbor MI 48109 USA

Cooperative learning was employed as an instructional approach to facilitate student development of spectroscopy problem solving skills. An interactive online environment was used as a framework to structure weekly discussions around spectroscopy problems outside of class. Weekly discussions consisted of modified jigsaw-style problem solving activities in which students cooperatively interpreted infrared and nuclear magnetic resonance spectra. Students' use of the discussion site was monitored and revealed that they accessed discussions in the days prior to examinations. Together with attitudinal surveys, which were used to gauge student perceptions of the activities, these results indicate that students found the discussions to be a useful resource for learning spectroscopy.

关键词： Second-Year Undergraduate Organic Chemistry Collaborative/Cooperative learning Problem-Solving/Decision-Making internet/web-based learning Multimedia-based learning IR Spectroscopy NMR Spectroscopy

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Implementation and Student Testing of a web-based, Student-Centered Stereochemistry Tutorial

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JOURNAL OF CHEMICAL EDUCATION 2015年第7期92卷 1178-1187页

作者： Burrmann, Nicola J. Moore, John W. Heartland Community Coll Dept Chem Normal IL 61761 USA

The implementation of a web-based stereochemistry tutorial, which allows students to select their preferred structural representation and method for making stereochemical comparisons between molecules, is discussed. The tutorial was evaluated by students in three different introductory organic chemistry courses at a large midwestern university. The data show that students did use a variety of different methods for making stereochemical comparisons between molecules and that prior exposure to lectures on stereochemistry by the course professor strongly influenced these choices. Furthermore, the level of improvement in stereochemical knowledge as a result of using only the tutorial was comparable to, or higher than, that achieved by students who were only exposed to lectures by the course professor, regardless of the method chosen for making stereochemical comparisons between molecules.

关键词： Second-Year Undergraduate Organic Chemistry internet/web-based learning Stereochemistry Student-Centered learning

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ConfChem Conference on Flipped Classroom: Student Engagement with Flipped Chemistry Lectures

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JOURNAL OF CHEMICAL EDUCATION 2015年第9期92卷 1566-1567页

作者： Seery, Michael K. Dublin Inst Technol Sch Chem & Pharmaceut Sci Dublin 8 Ireland

This project introduces the idea of "flipped lecturing" to a group of second-year undergraduate students. The aim of flipped lecturing is to provide much of the "content delivery" of the lecture in advance, so that the lecture hour can be devoted to more in-depth discussion, problem solving, and so on. As well as development of the material, a formal evaluation was conducted. Fifty-one students from a year 2 chemical thermodynamics module took part in this study. Students were provided with online lectures in advance of their lectures. Along with each online lecture, students were given a handout to work through as they watch the video. Each week, a quiz was completed before each lecture, which allowed students to check their understanding and provided a grade for their continuous assessment mark. The evaluation examines both the students' usage of materials and their engagement in lectures. This involves analysis of access statistics, along with an in-class cognitive engagement instrument. The latter is measured by "interrupting" students as they work through a problem and asking four short questions, which aim to examine how students were engaging with the materials in that moment. Results from this, along with access data, quiz scores, and student comments, aim to build up a profile of how the flipped lecture works for middle stage undergraduate students. This communication summarizes one of the invited papers to the ConfChem online conference Flipped Classroom, held from May 9 to June 12, 2014 and hosted by the ACS DivCHED Committee on Computers in Chemical Education (CCCE).

关键词： Physical Chemistry First-Year Undergraduate/General internet/web-based learning Thermodynamics

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Using internet Databases for Food Science Organic Chemistry Students To Discover Chemical Compound. Information

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JOURNAL OF CHEMICAL EDUCATION 2015年第5期92卷 874-876页

作者： Minkiewicz, Piotr Iwaniak, Anna Darewicz, Malgorzata Univ Warmia & Mazury Chair Food Biochem PL-10726 Olsztyn Poland

internet databases serve as an important source of information on chemical compounds that students can readily investigate, including those studying food science and food technology. This Activity provides a brief int... 详细信息

关键词： Agricultural Chemistry Bioorganic Chemistry Chemoinformatics Computer-based learning Consumer Chemistry First-Year Undergraduate Interdisciplinary/Multidisciplinary internet/web-based learning Organic Chemistry

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Student-Led Engagement of Journal Article Authors in the Classroom Using web-based Videoconferencing

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JOURNAL OF CHEMICAL EDUCATION 2015年第1期92卷 120-123页

作者： Stockman, Brian J. Adelphi Univ Dept Chem Garden City NY 11530 USA

The learning environment described here uses web-based videoconferencing technology to merge the traditional classroom journal article discussion with student-led interviews of journal article authors. Papers that describe recent applications of a given technique are selected, with the author engagement occurring at the end of a three or four week module covering the technique and its applications. Students prepare for the author engagements by reading the paper, discussing it as a class with the instructor, and developing a set of consensus questions to provide a framework for their conversation. Authors do not make formal presentations to the students, but instead answer questions. The smaller class sizes of upper-division undergraduate courses provide an intimate setting for these student-led conversations. Author engagements are designed to improve critical thinking skills in the content areas studied, improve interactive scientific communication skills, build scientific self-confidence in young scientists, and expose students to established scientist role models. The student-author interactions described here provide a cost-effective mechanism to expose students to diverse areas of chemistry and to bring expert scientists into the classroom. In situations where videoconferencing is not available or permitted, teleconferences provide a reasonable substitution.

关键词： Upper-Division Undergraduate Interdisciplinary/Multidisciplinary Communication/Writing internet/web-based learning

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