Using Presentation Software To Flip an Undergraduate Analytical Chemistry Course

Fitzgerald, Neil; Li, Luisa

doi:10.1021/ed500667c

Cited by 42 publications

(43 citation statements)

References 16 publications

(23 reference statements)

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“…What is less evident, as there are only a few studies [17,18], is if analytical chemistry is well suited to the flipped teaching Provides a deep understanding of material 9 Encourages more reading outside face-to-face time 3…”

Section: Benefits Of Using Flipped Learning For Delivery Of Analyticamentioning

confidence: 99%

“…There are, however, few studies on the implementation of flipped learning in analytical chemistry, which lends itself to this format of learning because of the problemsolving nature of the discipline [17][18][19]. One such study used Prezi-based presentations plus guided study to provide greater scope for focusing on complex problems within the classroom [18], concentrating predominately on the presentation platform students used, but producing limited insight into the effectiveness of the complete flipped model.…”

Section: Introductionmentioning

confidence: 99%

“…One such study used Prezi-based presentations plus guided study to provide greater scope for focusing on complex problems within the classroom [18], concentrating predominately on the presentation platform students used, but producing limited insight into the effectiveness of the complete flipped model. Another study compared flipped learning's effectiveness for teaching both general and analytical chemistry, and found student attitudes were more positive towards flipped learning in analytical chemistry [17].…”

Section: Introductionmentioning

confidence: 99%

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Implementation and evaluation of flipped learning for delivery of analytical chemistry topics

Ponikwer

Patel

2018

Anal Bioanal Chem

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Section: Benefits Of Using Flipped Learning For Delivery Of Analyticamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Implementation and evaluation of flipped learning for delivery of analytical chemistry topics

Ponikwer

Patel

2018

Anal Bioanal Chem

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“…The use of technology can facilitate more studentcentred and inquiry-based learning, and allow for a flipped classroom where content is covered outside of class and application and/or feedback occurs during class time (Bowen 2012;Esson 2016;Fitzgerald and Li 2015;Kubicek 2005). One of the ways in which IT has been employed in chemical education is using various technology tools for engagement and assessment, for example, Wiki, Moodle, Web 2.0, Blackboard (Ballesta-Claver et al 2011;Biasutti and El-Deghaidy 2014;Farrell and Krause 2014;Franklin and Smith 2015;Morton and Uhomoibhi 2011), allowing to organise both asynchronous and synchronous modes of interaction.…”

Section: Introductionmentioning

confidence: 99%

Effect of virtual analytical chemistry laboratory on enhancing student research skills and practices

Бортник

Stozhko

Pervukhina

et al. 2017

Research in Learning Technology

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This article aims to determine the effect of a virtual chemistry laboratory on university student achievement. The article describes a model of a laboratory course that includes a virtual component. This virtual component is viewed as a tool of student pre-lab autonomous learning. It presents electronic resources designed for a virtual laboratory and outlines the methodology of e-resource application. To find out how virtual chemistry laboratory affects student scientific literacy, research skills and practices, a pedagogical experiment has been conducted. Student achievement was compared in two learning environments: traditional -in-class hands-on -learning (control group) and blended learning -online learning combined with in-person learning (experimental group). The effectiveness of integrating an e-lab in the laboratory study was measured by comparing student lab reports of the two groups. For that purpose, a set of 10 criteria was developed. The experimental and control student groups were also compared in terms of test results and student portfolios. The study showed that the adopted approach blending both virtual and hands-on learning environments has the potential to enhance student research skills and practices in analytical chemistry studies.

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“…15 The student outcomes from in-class exams and student GPA's did not change and student GPAs were not significantly different. 15 O'Flaherty and Phillips completed a scoping review of the use of flipped classrooms in higher education and with the purpose of completing a "comprehensive overview of relevant research regarding the emergence of the flipped classroom and the links to pedagogy and educational outcomes, (to) identify any gaps in the literature which could inform future design and evaluation" Their results indicated that there was a lot of indirect evidence of improved outcomes and student/professor satisfaction when using the flipped classroom method but that there was a lack of conclusive evidence that the flipped-classroom method affects lifelong learning. 16 While this may be true, the research reviewed for this paper, and this paper itself, did not intend to measure the effect of flipping the classroom on students' propensity toward or skills in lifelong learning.…”

mentioning

confidence: 87%

A Hybrid Approach to a Flipped Classroom for an Introductory Circuits Course for all Engineering Majors

Northrup¹,

Burke²

2015 ASEE Annual Conference and Exposition Proceedings

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Abstract:The use of technology that allows students to view lectures or concept modules outside the classroom has become popular in recent years. The most straightforward and accepted definition of a flipped-classroom was given by Lage, Platt, and Treglia "Inverting the classroom means that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa"1 . While many professors and instructors have taken the approach to completely flip the classroom, where the lectures are recorded and the classroom activities are practice problems and perhaps group learning, this paper presents a hybrid approach. Researchers have pointed out that students prefer in-person lectures to video lectures but also prefer interactive activity-based classes to lectures.2,3 Therefore, the authors of this paper chose to implement and assess a hybrid approach to the flipped-classroom model. Approximately 40% of the lectures were recorded affording time for in-class time problem solving and class discussions of problem solving approaches. The balance of the lecture time was allocated for a traditional lecture style. The time spent in lecture, however, was not a traditional lecture approach. The lectures were interactive where students were required to participate in the problem solving. The lecture classes were small enough, no more than 32 students per classroom, to allow for instructor-student interaction. This paper presents a detailed discussion of the course delivery -how the classroom time was allocated, how the laboratory time was allocated, and how technology was utilized. A comprehensive summative survey was voluntarily completed by the students. The results of this survey will be discussed. Background:

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Using Presentation Software To Flip an Undergraduate Analytical Chemistry Course

Cited by 42 publications

References 16 publications

Implementation and evaluation of flipped learning for delivery of analytical chemistry topics

Implementation and evaluation of flipped learning for delivery of analytical chemistry topics

Effect of virtual analytical chemistry laboratory on enhancing student research skills and practices

A Hybrid Approach to a Flipped Classroom for an Introductory Circuits Course for all Engineering Majors

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