Problem-Based Learning in Graduate and Undergraduate Chemistry Courses: Face-to-Face and Online Experiences

Abstract

The problem-based learning (PBL) methodology has been applied in a set of chemistry courses at the University of Barcelona to determine the main factors that are relevant to a satisfactory application of this educational approach in different contexts (from undergraduate to master subjects). The exceptional situation resulting from the COVID-19 pandemic has also forced us to adapt this methodology from the traditional face-to-face modality to an online version. Thus, the resulting comparative study has allowed us to identify the main aspects of each subject, student background, and modality used, which are relevant to a satisfactory application of PBL. In general, the application of the PBL methodology using Moodle and BBCollaborate as live teaching platforms has a positive impact on student learning and satisfaction. Interestingly, although the face-to-face implementation is preferred to the online modality, students evaluate positively the application of online PBL with respect to the traditional online teaching. Thus, the intrinsic characteristics of PBL, which enhance the learning motivation with suitable problems to be solved in groups, makes this required collaborative work a key point to facilitate student learning.

Escape the Desert Island: Blended Escape Rooms in the First-Semester Problem-Based Learning

“…The e-poster presentation would be based on topics such as physicochemical properties, pharmaceutical thermodynamics, pharmacological uses, and medicinal importance. Prior knowledge and basic conceptual understanding of the chemistry of drugs and their action , will help students deliver effective presentations on these topics.…”

“…The PBL model utilized at this Pharmaceutical Chemistry department involves a 2-week cycle, which was held in Weeks 5 and 6 in the 14-week academic session. PBL is an active learning approach that requires students to collaborate and suggest solutions to open-ended, real-world problems. , A typical PBL session has small student groups working on a real-world scenario with discussions involving problem identification, analysis, and task allocation in Week 5. This is followed by a self-directed learning phase in Week 6 and team e-poster presentations on selected drugs.…”

“…Additionally, this was the student’s first exposure to this active learning approach. Previous studies have reported students’ struggles in adapting to PBL. , The instructor could also encounter difficulties facilitating face-to-face discussions of multiple teams. , It was imperative, therefore, to introduce important concepts in a manner that scaffolds and guides students’ inquiry and discussions in the first-semester PBL. Further, the timing of the bER could facilitate the first-year students to get to know each other, foster collaborative skills, and instill team spirit.…”

PLATA: Design of an Online Platform for Chemistry Undergraduate Fully Automated Assignments

“…The significance of homework for learning chemistry has been established in both traditional and flipped classrooms, emphasizing the importance of practice in the learning process. − At Facultad de Química at Universidad Nacional Autónoma de México, UNAM, student enrollment has largely increased in the past semesters, welcoming more than 1,650 students per year. Even though students are enrolled in one of the 6 college majors offered by the Facultad de Química (Chemistry, Chemical Engineering, Biological Pharmaceutical Chemistry, Food Chemistry, Metallurgical Chemical Engineering, and Materials and Chemical Engineering), first-year students have several common courses, such as General Chemistry I and II.…”

“…In science courses, the use of open educational resources (OER) and virtual learning environments (VLE), particularly those based on Moodle , has already proven to be an interesting and valuable instrument for educators. In general, the implementation of OER and VLE has been shown to enhance students’ performance in final term exams, reduce the number of drop-off students, foster great awareness on their learning process, and promote self-sustained learning. ,− Importantly, open educational resources, especially those on chemistry topics, are not readily available in Spanish. The development of automated chemistry assignments in contrast to mathematics or physics homework, is substantially more intricate, especially when teachers aim to avoid multiple-choice questions. ,− While mathematics or physics homework can be programmed by varying only numerical values, resulting in a practically infinite database in a short time, chemistry needs to consider the vast yet finite universe of existing molecules, compounds, and reactions along with the imposed restrictions.…”