Implementation of Online Lecture Videos in Introductory Chemistry

Goldwasser, Molly; Mosley, Pamela L.; Amiet, Dorian

doi:10.1021/bk-2016-1217.ch006

Cited by 4 publications

(1 citation statement)

References 19 publications

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“…More details about this difference are described in the following subsections. The overall structure of the gateway chemistry curriculum at the institution in this study have been previously published (Hall et al, 2014;Canelas, 2015;Goldwasser et al, 2016).…”

Section: Chemistry Education Research and Practicementioning

confidence: 99%

Cooperative learning in organic chemistry increases student assessment of learning gains in key transferable skills

Canelas

Hill

Novicki

2017

Chem. Educ. Res. Pract.

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Science and engineering educators and employers agree that students should graduate from college with expertise in their major subject area as well as the skills and competencies necessary for productive participation in diverse work environments. These competencies include problem-solving, communication, leadership, and collaboration, among others. Using a pseudo-experimental design, and employing a variety of data from exam scores, course evaluations, and student assessment of learning gains (SALG) surveys of key competencies, we compared the development of both chemistry content knowledge and transferable or generic skills among students enrolled in two types of large classes: a lecture-based format versus an interactive, constructive, cooperative learning (flipped classroom) format. Controlling for instructor, as well as laboratory and recitation content, students enrolled in the cooperative learning format reported higher learning gains than the control group in essential transferable skills and competency areas at the end of the term, and more growth in these areas over the course of the term. As a result of their work in the class,

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Section: Chemistry Education Research and Practicementioning

confidence: 99%