Flexible learning with multicomponent blended learning mode for undergraduate chemistry courses in the pandemic of COVID-19

Abstract

Purpose This paper aims to report a case study in flexible learning with multicomponent blended learning mode in an undergraduate chemistry course. Traditional chemistry courses usually include lectures, tutorials and laboratory sections. For a course “Advances in Organic Synthesis” at undergraduate level, it consists of advanced information in organic chemistry such as reaction mechanisms, asymmetric catalysis, retrosynthesis and applications in synthesis of natural products. This course is a difficult subject and requires deep understanding of contents. After learning this course, students should have comprehensive knowledge in advanced strategies of organic synthesis and have an ability to apply them to real cases. This “flexible learning with multicomponent blended learning mode” was implemented by the authors to enhance student engagement and self-motivation in their studies. Design/methodology/approach The authors hoped to enhance students’ engagement in “flexible learning” – a mixed concept with “blended learning” and “flipped classroom” – and called this approach as “multicomponent blended learning mode.” Blended learning combines face-to-face and e-learning components with interactive Web-based components and technical experimental videos were developed. The knowledge integrated in different components provides a natural environment to link the different synthetic methods together, which help students to get a better understanding of the complicated knowledge and strengthen their skills. For flipped classroom, students participated in the case studies of the organic synthesis and shared their findings to other classmates in oral presentations. Findings In this study, both course evaluation score and students’ academic performance in the “multicomponent blended learning mode” were increased significantly when comparing with traditional teaching methods in 2011. It was found that students’ engagement and their self-motivation in learning were enhanced. Originality/value The positive feedback from the students and the enhancement of their academic performance supported the value in this research. Besides, most universities in Hong Kong have suspended all face-to-face classes and conducted all teaching in online mode during COVID-19 outbreak. As the multicomponent blended learning mode of this course has already been conducted for eight cohorts, the authors are confident that this feature can minimize the sudden change in the learning habits for the students. As social factors and individual variations in students’ learning and study mode may affect the learning outcomes, these interactive multicomponent e-learning components in this special period make students excited when they can study and digest the knowledge according to their own pace.

Pandemic and Digital Transformation. Challenges to Higher Education

“…Moreover, some have used the possibilities of digital technologies, while others have limited themselves to distance learning technologies, minimizing the use of technology and digital resources. The subjective factor has always been very powerful in inhibiting innovation, ensuring the conservative nature of the system (Lo, Han, Wong, Tang, 2021).…”

Qualitative Content Analysis of Teachers’ Perceptions and Experiences in Using Blended Learning during the COVID-19 Pandemic

“…The researcher also found that the students prefer "passive" tools and activities such as webinars, presentations, and stand demonstrations. Lo et al (2021) examined the effectiveness of "flexible learning with multicomponent blended learning mode" in teaching chemistry to undergraduate students in a university in Hong Kong. They found that this approach enhanced the students' learning achievement, engagement, and self-motivation in learning chemistry concepts.…”

“…While several studies have shown the value of blended learning from the perspectives of the learners (e.g., Lo et al, 2021;Ma & Lee, 2021;Nathaniel et al, 2021;Ożadowicz, 2020;Sefriani et al, 2021), there is still limited literature on its practice in the context of the teachers. This study aims to contribute to the literature by examining the experiences and challenges of using blended learning as a mode of instruction during the pandemic from the perspective of public and private school teachers in the Philippines.…”

vPBL: Developing a Facilitated Remote Approach to Problem Based Learning

“…14 Different pedagogical models have been adopted to support active learning in remote chemistry activities including use of the Community of Inquiry framework 15,16 and flipped learning approaches. 17,18 Challenges and Opportunities of Remote Delivery A variety of challenges were faced by institutions in the adoption of remote learning approaches including the availability of suitable learning technologies and the amount of training required to familiarize students and staff with them. 19 Rap et al reported the challenges faced by chemistry high school teachers in Israel when making the transition from face-to-face to online teaching.…”

“…It can be argued that the transition to remote learning approaches has accelerated the adoption of flipped and blended learning strategies by some educators. , Examples of remote learning approaches adopted during the pandemic in chemistry education include remote laboratories, laboratory activities that can be safely completed at home, remote lectures, , student research symposia, and team activities . Different pedagogical models have been adopted to support active learning in remote chemistry activities including use of the Community of Inquiry framework , and flipped learning approaches. , …”