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

Reimer, Lynn C.; Denaro, Kameryn; He, Wenliang; Link, Renée

doi:10.1021/acs.jchemed.0c00092

Cited by 12 publications

(12 citation statements)

References 53 publications

(118 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Several studies have recognized that the flipped classroom approach effectively optimizes learning among higher education chemistry students [40][41][42][43]. Considering the importance of chemistry education in the national curriculum, society, and the relevance of the field to the chemical industry for a sustainable future generation, more research is therefore needed.…”

Section: Related Literaturementioning

confidence: 99%

Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

Aidoo

Macdonald²,

Vesterinen³

et al. 2022

Education Sciences

View full text Add to dashboard Cite

During the COVID-19 pandemic, educators changed their pedagogic practices, developed new teaching sequences, and blended learning approaches such as the flipped classroom. Claims have been made that the flipped classroom influences student motivation, enhances active engagement and class participation, and improves academic performance. Three teacher educators were invited to develop flipped instructional materials for chemistry teacher education. The materials included course plans, online videos, tasks, teaching, and online and face-to-face instruction learning sequences. Opportunities and barriers to using the flipped classroom approach for Ghanaian chemistry teachers were found. Teacher educators were interviewed before and after running the course using the developed instructional materials. The interviews were then analyzed to identify the teachers’ rationale, the opportunities, and the challenges of using the flipped classroom. Teacher educators found that integrating technology into their classrooms can enhance their ICT skills and that of their students. Educators believed flipped instructions could promote student-centered learning where students take responsibility for their learning, where and when it is most convenient. The teacher educators perceived that the approach helped students take an active role in their learning and enhance their participation. They also felt that it improved academic performance. Teacher educators also noted that their workload was reduced, and they had more time to interact with students. Some barriers and challenges were recognized as well. In the interviews, the teacher educators described how inadequate ICT infrastructures, such as poor internet connectivity and lack of ICT equipment, limited the use of the flipped classroom. The study provides suggestions for future research that can contribute to understanding the practical application of the flipped classroom approach.

show abstract

Section: Related Literaturementioning

confidence: 99%

Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

Aidoo

Macdonald²,

Vesterinen³

et al. 2022

Education Sciences

View full text Add to dashboard Cite

show abstract

“…On Mondays and Wednesdays, active learning was interspersed with lecturing, with collaborative learning dominating the activities. − On “Flipped Fridays”, students worked in groups to solve problems, and I went over the Friday POW assignment answers. ,, Discussion section followed the same format as prepandemic discussions, and one discussion each week was recorded.…”

Section: Back In-person! What Happened To Engagement?mentioning

confidence: 99%

Approaches to Promoting Student Engagement in Organic Chemistry Before, During, and After the COVID-19 Pandemic: Insights and Reflections

King

2022

J. Chem. Educ.

View full text Add to dashboard Cite

Active engagement is critical to student success in Organic Chemistry. In this paper, I trace the trajectory of student engagement in an introductory organic chemistry lecture series over the course of the COVID-19 pandemic. I detail my approach to cultivating student engagement in an online environment, evaluate the success of these approaches and discuss modifications, and recount our efforts to combat the “learned disengagement” that students exhibited upon returning to an in-person class format. Although engagement gradually dwindled over the course of online instruction, multiple interventions succeeded in maintaining a sense of classroom community in students and encouraging active participation. By building opportunities for engagement into the course structure and rewarding students who partake in class activities, I hope to once again enjoy the level of engagement that we had prior to the pandemic.

show abstract

“…More recently, He et al. observed that a partially flipped undergraduate general chemistry course generally improved student performance in the subsequent course in the sequence, with a more pronounced effect for students with weaker incoming academic preparation, and Reimer et al reported that a flipped classroom implementation in an accelerated summer course for undergraduate organic chemistry reduced the performance gap between students who were repeating the course relative to students taking the course for the first time (implying the flipped classroom intervention provided even greater benefit to less academically prepared students) . This reduction in the achievement gap was observed in both the first-term course taught in a flipped format and in the subsequent course that was taught in a traditional format, and participating in the first-term flipped course appeared to significantly improve final exam performance for first-generation students .…”

Section: Introductionmentioning

confidence: 97%

“…observed that a partially flipped undergraduate general chemistry course generally improved student performance in the subsequent course in the sequence, with a more pronounced effect for students with weaker incoming academic preparation, and Reimer et al reported that a flipped classroom implementation in an accelerated summer course for undergraduate organic chemistry reduced the performance gap between students who were repeating the course relative to students taking the course for the first time (implying the flipped classroom intervention provided even greater benefit to less academically prepared students) . This reduction in the achievement gap was observed in both the first-term course taught in a flipped format and in the subsequent course that was taught in a traditional format, and participating in the first-term flipped course appeared to significantly improve final exam performance for first-generation students . Though a meta-analysis that accounts for publication bias has not yet been carried out to determine the broader impact on at-risk populations, the results summarized here suggest the flipped classroom has the potential to close the equity gap in gateway chemistry course outcomes and should alleviate concerns of instructors who worry about the ability of less prepared students to successfully navigate the independent preclass learning environment.…”

Section: Introductionmentioning

confidence: 99%

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

Eichler

2022

J. Chem. Educ.

View full text Add to dashboard Cite

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 inperson 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.

show abstract

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

Cited by 12 publications

References 53 publications

Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

Approaches to Promoting Student Engagement in Organic Chemistry Before, During, and After the COVID-19 Pandemic: Insights and Reflections

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

Contact Info

Product

Resources

About