Development of an Online, Postclass Question Method and Its Integration with Teaching Strategies

Abstract

A unique method was devised integrating online postclass questions, clickers, a tablet, and active learning strategies in each class. This successful method connected in- and out-of-class learning, provided prompt, regular, and relevant feedback to students and to the instructor, encouraged students to spend time on task, and enabled class time to be focused on topics that students found particularly challenging. The effects on student learning and experience in large organic chemistry courses, as determined from students’ assignment, midterm, and exam scores as well as student surveys, is discussed. The results of four years of data identified statistically significant improvements in students’ scores at the question level in classes that used the postclass question method as compared to classes that did not.

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

“…23 Other researchers have extended the use of online homework for formative assessment of organic chemistry knowledge by integrating structure drawing and “tailored” student feedback into an organic chemistry online homework system, 24 using online homework to deliver postclass questions to bridge out-of-class with in-class learning, 25 assessing reaction mechanism knowledge by focusing on intermediates instead of curved arrows (Curved Arrow Neglect or CAN), 26 andcreating online randomized synthesis tutorials for improved understanding of organic reactions. 27 …”

“…using online homework to deliver postclass questions to bridge out-of-class with in-class learning, 25 …”

Enhancing the Design and Analysis of Flipped Learning Strategies

“…Online activities, in the form of short videos and pre-class tests, were used to assess students' knowledge of the introductory concepts, thus addressing lower levels of Structure of Observed Learning Outcomes (SOLO) (Biggs & Collis, 1982) and Bloom's taxonomy (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956). The results obtained from the pre-class tests informed the class activities (Flynn, 2012) allowing the instructors to clarify students' misconceptions of particular concepts. The in-class learning activities were designed to address the higher levels of SOLO and Bloom so students engaged in deeper learning.…”

Keefektivan Metode Learning Starts With a Question Pada Pembelajaran Geometri

“…Hal tersebut berarti proses diskusi dengan sumber pertanyaan tersebut dapat menjadi sarana saling melengkapi pengetahuan antar siswa. Dengan proses pembelajaran tersebut, maka proses konstruksi pengetahuan akan berlangsung dengan baik (Dori 1999, Ruitenberg 2009, Flynn 2012.…”