Practical Guidelines to Redesign Introductory Chemistry Courses Using a Flexible and Adaptive Blended Format

Autor/inn/en	Scholten, Danny J.; Wijtmans, Maikel; Dekker, Stefan J.; Vuuregge, Anna H.; Boon, Erik J. J.; Vos, J. Chris; Siderius, Marco; Westbroek, Hanna; van Muijlwijk-Koezen, Jacqueline E.
Titel	Practical Guidelines to Redesign Introductory Chemistry Courses Using a Flexible and Adaptive Blended Format
Quelle	In: Journal of Chemical Education, 98 (2021) 12, S.3852-3863 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scholten, Danny J.) ORCID (Wijtmans, Maikel) ORCID (Vos, J. Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00644
Schlagwörter	Chemistry; Science Instruction; Blended Learning; Introductory Courses; Instructional Design; Educational Technology; Technology Uses in Education; Guidelines + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Richtlinien
Abstract	Incorporation of increased flexibility and adaptivity in courses can support freshmen with taking responsibility for their learning process. This is especially beneficial in the case of chemistry courses given their typically abstract nature and associated need for engaging in practice and higher order thinking. Blended learning can be used to achieve course flexibility and adaptivity, and increased student engagement. Adopting blended learning requires teachers to reconsider and redesign their course setup. The willingness for this will largely be dictated by perceived practicality, however. To this end, our aim is to develop "practical" redesign guidelines for flexible blended learning. Such guidelines need to be instrumental, congruent, and of 'low cost' for a teacher. The resulting four guidelines were fine-tuned in two phases over 5 years using two introductory chemistry courses and incorporated various blended learning elements, such as slide-cast lectures, live lectures, formative in-cast multiple choice questions, tutorials, formative electronic tutorial questions, and student voting on the course schedule. The outcome of our multiyear endeavor was positive and sustainable by all metrics used, including online engagement by students, learning outcomes, and student evaluations. The teachers in phase II largely embraced the guidelines emerging from phase I, and in their course experienced them predominantly as practical while limitations were also identified. We hope that our guidelines and experiences can provide fellow teachers with a blueprint for practical incorporation of flexibility and adaptivity using blended learning in their chemistry courses. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01