Blended Learning in a Second Year Organic Chemistry Class: Students' Perceptions and Preferences of the Learning Support

Autor/inn/en	Tekane, Rethabile; Pilcher, Lynne A.; Potgieter, Marietjie
Titel	Blended Learning in a Second Year Organic Chemistry Class: Students' Perceptions and Preferences of the Learning Support
Quelle	In: Chemistry Education Research and Practice, 21 (2020) 1, S.24-36 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tekane, Rethabile) ORCID (Pilcher, Lynne A.) ORCID (Potgieter, Marietjie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
Schlagwörter	Foreign Countries; Undergraduate Students; Student Attitudes; Preferences; Blended Learning; Organic Chemistry; Conventional Instruction; Science Instruction; College Science; Teaching Methods; Computer Mediated Communication; Pacing; Cognitive Processes; Difficulty Level; Integrated Learning Systems; South Africa + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Organische Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Computerkonferenz; Lerntempo; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Although the implementation of blended learning in organic chemistry is rapidly growing, thus far, there are few studies published on the evaluation of supplemental types of blend in organic chemistry. This report covers a phenomenographic study that was designed to evaluate a supplemental type of blended learning approach implemented in a second-year organic chemistry course in a South African context. It offers a unique contribution in terms of catering to the needs of a diverse student body. Three open-ended questionnaires were used to probe: (1) students' perceptions of the learning support; (2) students' preferences for different types of learning support offered; and (3) students' suggestions for improvement. Semi-structured individual interviews were used to obtain clarity on some of the responses from the questionnaires. Analysis of students' responses revealed that the face-to-face component was highly valued as it gave the students the opportunity to ask questions and obtain answers in real time; the online component, especially Learnsmart, was found helpful for its flexibility and providing limitless opportunities to practice or revisit concepts. The discussion board was the least valued due to the overwhelming number of postings, and the students felt they were forced to participate in order to get marks. The students experienced the course as too fast-paced possibly reflecting cognitive overload, a potential weakness of the supplemental blend. The findings will be useful in many other contexts where the student body is diverse in terms of language proficiency and the level of preparation for the demands of organic chemistry as a discipline. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01