Flipping organic chemistry course: Possibilities and challenges

International Conference on Chemical and Bioprocess Engineering

地球科学;化学;生物科学

Cha, J.^1 ; Kim, H.B.^1

Division of Science Education, Daegu University, Gyeonsan, Gyeongbuk

38453, Korea, Republic of^1

关键词: Flipped classrooms;    Group activities;    Learning management system;    Organic chemistry course;    Reflective journals;    Running time;    Teaching assistants;    Video clips;   

Others  :  https://iopscience.iop.org/article/10.1088/1755-1315/36/1/012013/pdf
DOI  :  10.1088/1755-1315/36/1/012013

学科分类：生物科学（综合）

来源: IOP

【 摘 要 】

The flipped classroom approach was applied to an introductory organic chemistry course. A total of 76 video clips (15 hours of running time) were developed and delivered to 41 sophomores (21 females and 20 males) through Youtube in addition to the university's learning management system. The students were asked to preview the lecture contents before each class by watching a pre-class video. For in-class activities, exercise problems were presented to groups of 3-5 students. An instructor and a teaching assistant guided each group to solve problems cooperatively, monitored the students' group activity and answered their questions. At the end of every chapter, the students were asked to evaluate their group work and personal preparedness for the class and also to write a short reflective journal. The muddiest point of each chapter, i.e., the topic posing the most difficulty to students' understanding, was surveyed through Google Forms®. The students liked watching the videos before each class and performing student-centered, in-class group activities but a few limitations were also found and reported.