An Investigation on the Application of a Competency Assessment System in a Blended Learning Course “Organic Chemistry Laboratory”

Molecular imprinting technology holds significant potential for applications in chemical analysis and detection. In order to integrate the fundamental knowledge of polymer chemistry, electrochemistry, and analytical chemistry with practical applications and cutting-edge research, we proposed a comprehensive experiment of the preparation, characterization, and evaluation of electrochemical sensors tailored for senior undergraduate chemistry students as an optional project in the Comprehensive Chemistry Experiment course. Starting with cortisol detection, this experiment sparks students' interest. The experimental design encompasses the preparation and principles of molecularly imprinted polymers, characterization of polymers using infrared spectroscopy, preparation of carbon paste electrodes, electrode testing, and evaluation. This aids students in honing their hands-on skills and integrating the textbook content. A total of 20 students enrolled in the project. After completing the hierarchical and progressive preview questions, group discussion, postreflection questions, and survey provided by the instructor, the results demonstrated that 80% of the students were able to draw the chart correctly, and the relative standard deviation of saliva sample testing results was within 5%. Survey results indicated that this comprehensive experiment was beneficial for cultivating students' research thinking and innovation abilities, suggesting that this experiment could be included as a comprehensive experimental project for senior undergraduate chemistry majors.

Section: Subjective Assessmentsmentioning

confidence: 99%

Basic Electrochemistry Meets Molecular Recognition: Hands-On Experiment of Cortisol Detection Using Carbon Paste Electrode Prepared by Molecular Imprinting Technology for Undergraduates

Cheng,

Li,

et al. 2024

“…Each assessment can be taken multiple times to demonstrate understanding. This mastery learning − approach has a similar aspect to competency-based , and specifications grading − in that students are allowed to take assessments multiple times; however, in a PSI, students are moving through the course material at their own pace. Students can take the time they need to understand a topic before moving on to the next concept.…”

Section: Introductionmentioning

confidence: 99%

Personalized System of Instruction for the Foundational Knowledge of Organic Chemistry

Tay

2024

The topics of general chemistry review, molecular representations, acids and bases, alkanes, stereoisomerism, chemical reactivity, and general mechanistic arrow pushing were presented through a personalized system of instruction (PSI) at the beginning of the first semester of organic chemistry. Students were required to demonstrate proficiency of the material by passing an assessment that could be taken multiple times, before moving on to the next concept. They were allowed to advance at their own pace and take the time they needed to understand a topic before proceeding on to the next concept. Students reported that the PSI encouraged the development of better study habits. Students enrolled in the PSI course had higher pass rates for the first semester of organic chemistry. Greater positive results were seen long-term when tracking student progress to the end of the year-long organic chemistry sequence. Specifically, in the second semester of organic chemistry, pass rates increased (100% vs 83%), and end-of-term grades were higher. Average scores on the cumulative ACS 2020 Organic Chemistry Exam were also 46% higher than the preliminary national norms.

“…By combining the best aspects of traditional classroom learning with the convenience of online education, such a blended course can provide a flexible and effective way for learners to acquire new knowledge and skills of computer-based learning. While the benefits of such blended teaching have been extensively reported during the COVID-19 pandemic, ,, its applicability in the context of computer-based learning remains to be fully explored.…”

mentioning

confidence: 99%

Exploration and Practice of Online–Offline Blended Teaching in Process Simulation Courses

Lin,

Chen,

Chen

et al. 2024

While process simulation tools offer immense potential in chemical engineering, effectively integrating them into the educational curriculum poses challenges. This work explored and practiced online−offline blended teaching in process simulation courses. The design of this blended course was based on a comparison of students' performances in fully online courses, Massive Open Online Courses (MOOCs) and Small Private Online Course (SPOCs). Approximately 2000 students from academic institutions or industries have participated in these online courses since 2021. The comparison between MOOCs and SPOCs encompassed participation rates and scores, revealing a preference among participants for hands-on software lectures over theoretical ones in the process simulation course. Based on the outcomes of online learning, we redesigned the online−offline blended course to optimize course arrangements, leveraging the complementary advantages of both online and offline instruction. This blended approach manifested in two key aspects: first, the online segment served as a precursor to the offline component, with the offline component acting as an evaluative measure of the online segment; second, the two-unit project-based online learning led to the redesigned five-unit offline instruction, which served as both a supplement and expansion to the two-unit online teaching. Furthermore, offline activities, such as error-correction exercises and case studies conducted through group learning, enhanced students' ability for open-ended and independent thinking and reinforced their understanding of innovation on process simulation, which was lacking in online learning.