The idea of ''flipping the classroom'' to make class time more engaging and student-centred has gained ground in recent years. The lecture portion of General Chemistry I and General Chemistry II courses were pushed outside the classroom using pre-recording technology and streaming delivery of content, in order to make in-class time more interactive. This paper reports the results of surveys of student attitudes toward aspects of flipping the classroom, such as having lecture delivered outside the classroom, leaving more in-class time for questions and problem solving. Based on the survey results, the flipped classroom model will continue to be used for the foreseeable future. Pre-recorded lecturesTwo hundred ''mini-lectures'' consisting essentially of narrated PowerPoint s presentations were recorded for the two-semester sequence; 101 for General Chemistry I and 99 for General Chemistry II. In General Chemistry I, these mini-lectures ranged in length from a short of 1:48 (one minute, forty-eight seconds) to a long of 17:02, with a mean of 7:10 and a median of

An online virtual escape-room game was created using the Google Forms survey app for an undergraduate chemistry lab class. Zoom video conferencing service was used to make the activity a collaborative learning experience. The theme was an escape from an abandoned chocolate factory, and the students solved problems to move to the next section or “room” on the Google Forms survey.

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