Abstract
Students are provided with recorded lectures, worksheets, and other activities that prepare students for the classroom content. During class, professors help with homework problems, case studies, or other group activities. Recently, we made a transition to teaching our introductory chemistry course in a fully online asynchronous modality. Initially, students struggled with the concepts in this online environment. Students felt chemistry is difficult, students are teaching themselves, and chemistry cannot be learned in an online environment. These student concerns prompted us to try a flipped classroom approach. Students were provided with recorded lectures covering the material. Additionally, students have access to our proprietary edapt platform, an adaptive learning platform designed to address each weekly concept individually. Students were asked to complete the recorded lectures and the edapt assignments on their own. Later in the week, students engaged in interactive meetings with professors. During these sessions, problems similar to those on the exam were worked in an interactive fashion. As our courses are fully online and asynchronous, attendance at the weekly live sessions was not required. Data analysis shows that students who attended the live interactive sessions, or reviewed the recorded live session videos, increased the course GPA by 0.5 pts (4.0 scale). Persistence of attendees, as measured by enrollment in the subsequent session, was approximately 4% higher than non-attendees. This approach has addressed student concerns about mastering the concepts and enhanced student success.
Author Information
Shirley Bruce, Chamberlain College of Nursing, United States
Fiona Groninger-Poe, Chamberlain College of Nursing, United States
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