Blended learning in a second year organic chemistry class: students’ perceptions and preferences of the learning support

Abstract

Although the implementation of blended learning in organic chemistry is rapidly growing, thus far, there are few studies published on the evaluation of supplemental types of blend in organic chemistry. This report covers a phenomenographic study that was designed to evaluate a supplemental type of blended learning approach implemented in a second-year organic chemistry course in a South African context. It offers a unique contribution in terms of catering to the needs of a diverse student body. Three open-ended questionnaires were used to probe: (1) students’ perceptions of the learning support; (2) students’ preferences for different types of learning support offered; and (3) students’ suggestions for improvement. Semi-structured individual interviews were used to obtain clarity on some of the responses from the questionnaires. Analysis of students’ responses revealed that the face-to-face component was highly valued as it gave the students the opportunity to ask questions and obtain answers in real time; the online component, especially Learnsmart, was found helpful for its flexibility and providing limitless opportunities to practice or revisit concepts. The discussion board was the least valued due to the overwhelming number of postings, and the students felt they were forced to participate in order to get marks. The students experienced the course as too fast-paced possibly reflecting cognitive overload, a potential weakness of the supplemental blend. The findings will be useful in many other contexts where the student body is diverse in terms of language proficiency and the level of preparation for the demands of organic chemistry as a discipline.

Getting Students Back on Track: Persistent Effects of Flipping Accelerated Organic Chemistry on Student Achievement, Study Strategies, and Perceptions of Instruction

“…Repeaters reported they would like to take more STEM courses in a flipped format 34. These findings are consistent with previous studies on flipped organic chemistry courses 23,24,41,[63][64][65]. : hands-on activities (inclusive of molecular model kits), peer problem solving, and embodied learning.…”

Getting Students Back on Track: Persistent Effects of Flipping Accelerated Organic Chemistry on Student Achievement, Study Strategies, and Perceptions of Instruction

“…34 These findings are consistent with previous studies on flipped organic chemistry courses. 23,24,41,[63][64][65] Comparison of final exam scores, course grades and passing rate in OCII affirm that flipping the accelerated OCI course -culturally responsive teaching -promotes equity beyond access to include persistence for undergraduate STEM majors. The course format provided opportunities for Repeaters to develop a stronger sense of social and academic integration as they learned problem solving skills alongside their peers.…”

Differentiating the learning styles of college students in different disciplines in a college English blended learning setting

“…As a flexible learning method, blended courses have combined the advantages of both online learning and traditional teaching methods [ 52 ]. Researchers have investigated students’ learning styles within this context and have identified a series of prominent factors, including perceived satisfaction and technology acceptance [ 53 ], the dynamics of the online/face-to-face environment [ 54 ], and curriculum design [ 55 ]. Based on the Visual, Aural, Reading or Write and Kinesthetic model, a comprehensive study scrutinized the learning styles of K12 students in a blended learning environment, elucidating the effect of the relationship between personality, learning style and satisfaction on educational outcomes [ 56 ].…”