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Future of the Flipped Classroom in Chemistry Education: Recognizing the Value of Independent Preclass learning and Promoting Deeper Understanding of Chemical Ways of Thinking During In-Person Instruction

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JOURNAL OF CHEMICAL EDUCATION 2022年第3期99卷 1503-1508页

作者： Eichler, Jack F. Univ Calif Riverside Dept Chem Riverside CA 92521 USA

Studies on the efficacy of the flipped classroom structure have become more prevalent in the chemistry education research literature over the past 10 years, and the body of research that has been compiled appears to indicate flipped classroom structures positively impact student learning outcomes relative to "teaching as usual" comparison groups. Though the definition of a flipped classroom is almost universally defined as a class structure in which some portion of traditional in-person didactic lecture is transformed to an independent preclass learning mode, with the traditional lecture being replaced by active learning exercises, the exact nature of the preclass and in-person leaning activities varies quite widely among the studies reported in the literature. Furthermore, though educational studies typically acknowledge that preclass learning modules can reduce cognitive load for students, researchers often emphasize increased active learning in class as the motivation for adopting the flipped classroom. This commentary will highlight the variety of instructional practices reported to be used during the in-person phase of flipped classrooms and how well-designed prelecture activities also contribute to meaningful learning. This will lead to the proposition that the flipped classroom should not be considered a teaching best practice in and of itself, but rather an in-person/independent hybrid learning scaffold that supports other evidence-based instructional practices. Chemistry education researchers and practitioners are encouraged to focus their efforts on optimizing the flipped classroom for chemistry-specific learning objectives, with the ongoing challenge being to promote both skill-based learning and deeper conceptual understanding of chemical ways of thinking.

关键词： First-Year Undergraduate/General multimedia-based learning collaborative/cooperative learning

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

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JOURNAL OF CHEMICAL EDUCATION 2022年第2期99卷 538-545页

作者： Sigmon, Anna J. Bodek, Matthew J. Penn State Univ Dept Sci Media PA 19063 USA

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.

关键词： First-Year Undergraduate/General Second-Year Undergraduate Upper-Division Undergraduate Organic Chemistry Distance learning/Self-Instruction multimedia-based learning collaborative/cooperative learning Internet/Web-based learning

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