Using Flipped Classroom Modules to Facilitate Higher Order Learning in Undergraduate Organic Chemistry.

ABSTRACT: In an ongoing effort to incorporate active learning and promote higher order learning outcomes in undergraduate organic chemistry, a hybrid ("flipped") classroom structure has been used to facilitate a series of collaborative activities in the first two courses of the lower division organic chemistry sequence. An observational study of seven classes over a five-year period reveals there is a strong correlation between performance on the in-class activities and performance on the final exam across all classes; however, a significant number of students in these courses continue to struggle on both the in-class activities and final exam. The Activity Engagement Survey (AcES) was administered in the most recent course offering included in this study, and these preliminary data suggest that stu

SUBMITTER: Holloway LR 

PROVIDER: S-EPMC10867829 | biostudies-literature | 2024 Feb

REPOSITORIES: biostudies-literature