Journal ArticleDOI
Flipped classroom use in chemistry education: results from a survey of postsecondary faculty members
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TLDR
In this paper, a snapshot of flipped classroom use in post-secondary chemistry education is presented, showing an association between flipped classroom usage and the level at which a course is taught, and support for the utility of flipped classrooms as a means for incorporation of pedagogical practices focused on active and collaborative learning.Abstract:
The aim of this study is to offer a current snapshot of flipped classroom use in postsecondary chemistry education. Data from a national survey of chemistry faculty members in the United States formed the basis of an investigation into the instructional contexts in which flipped classroom pedagogies are employed in postsecondary chemistry education. Our results reveal an association between flipped classroom use and the level at which a course is taught; in addition, our results provide support for the utility of flipped classrooms as a means for incorporation of pedagogical practices focused on active and collaborative learning.read more
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Community Matters: Student Instructor Relationships Foster Student Motivation and Engagement in an Emergency Remote Teaching Environment
TL;DR: This article found that students' motivation was high, as indicated by online class attendance and engagement with course activities, and that the existing strong student-instructor relationships at a small liberal arts and sciences campus contributed to the unexpectedly high level of student engagement.
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Online Teaching of Chemistry during the Period of COVID-19: Experience at a National University in Korea
TL;DR: In this paper, the authors describe how higher education in chemistry has been made in the spring semester, 2020, mainly based on the experience of the author and colleagues, and address the insights gained that they would like to share.
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OrganicERs: Building a Community of Practice for Organic Chemistry Instructors through Workshops and Web-Based Resources
Alexey Leontyev,Justin B. Houseknecht,Vincent M. Maloney,Jennifer L. Muzyka,Robert Rossi,Catherine O. Welder,Leyte L. Winfield +6 more
TL;DR: The organicers.org as discussed by the authors is a community of practice for organic chemistry instructors interested in active learning, which serves as a repository for useful materials such as active learning questions, exams, syllabi, and lab experiments.
Journal ArticleDOI
Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses
Brandon J Yik,Jeffrey R. Raker,Naneh Apkarian,Marilyne Stains,Charles Henderson,Melissa H. Dancy,Estrella Maria Salas Johnson +6 more
TL;DR: In this article , the authors present the results of a multi-institution, large-scale survey-based study in the United States to evaluate 17 malleable factors (i.e., influenceable and changeable) that are associated with the amount of time an instructor spends lecturing, a proxy for implementation of active learning strategies in introductory postsecondary chemistry, mathematics, and physics courses.
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Adopting a flipped classroom approach for teaching molar calculations to biochemistry and genetics students
TL;DR: A 1‐year study to measure student performance and perception toward a flipped classroom approach to teaching core biochemical calculations to first‐year undergraduate biochemistry and genetics students suggests that this teaching approach offers some advantages over more traditional teaching pedagogies.
References
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Book
Statistical Power Analysis for the Behavioral Sciences
TL;DR: The concepts of power analysis are discussed in this paper, where Chi-square Tests for Goodness of Fit and Contingency Tables, t-Test for Means, and Sign Test are used.
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Active learning increases student performance in science, engineering, and mathematics
Scott Freeman,Sarah L. Eddy,Miles J. McDonough,Michelle K. Smith,Nnadozie Okoroafor,Hannah Jordt,Mary Pat Wenderoth +6 more
TL;DR: The analysis supports theory claiming that calls to increase the number of students receiving STEM degrees could be answered, at least in part, by abandoning traditional lecturing in favor of active learning and supports active learning as the preferred, empirically validated teaching practice in regular classrooms.
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Does Active Learning Work? A Review of the Research
TL;DR: In this article, the authors examine the evidence for the effectiveness of active learning and define the common forms of activelearning most relevant for engineering faculty and critically examine the core element of each method, finding broad but uneven support for the core elements of active, collaborative, cooperative and problem-based learning.
Journal Article
How College Affects Students: A Third Decade of Research. Volume 2.
Book
How College Affects Students: A Third Decade of Research
TL;DR: The second volume of Pascarella and Terenzini's 1991 award-winning review of the research on the impacts of college on students is presented in this paper, where the authors review their earlier findings and synthesize what has been learned since 1990 about college's influences on students' learning.