Scaffolded Semi-Flipped General Chemistry Designed To Support Rural Students’ Learning

Abstract

Students who lack academic maturity can sometimes feel overwhelmed in a fully flipped classroom. Here an alternative, the Semi-Flipped method, is discussed. Rural students, who face unique challenges in transitioning from high school learning to collegelevel learning, can particularly profit from the use of the Semi-Flipped method in the General Chemistry classroom. This method brings together preparation before class, active learning in class, and a supportive homework system, and it appears to have significant benefits both for students and for the instructor.

Students’ Learning Experience with a Flipped Introductory Organic Chemistry Course: A Course Designed for Non-Chemistry Majors

“…Over the last few years, there has been an increase in literature presenting the design, implementation, effectiveness, and students' attitudes of flipped classroom and blended learning as an active learning teaching method for general chemistry and organic chemistry in large and small class sizes (e.g., Bernard et al, 2017;Christiansen, 2014;Eichler & Peeples, 2016;Fautch, 2015;Flynn, 2015;He et al, 2016;Hibbard et al, 2016;Lenczewski, 2016;Mooring, et al, 2016;Naibert et al, 2020;Reid, 2016;Rossi, 2015;Ryan & Reid, 2016;Seery, 2015;Shattuck, 2016;Smith, 2013;Weaver & Sturtevant, 2015).…”

“…There are conflicting results presented in recent literature on the student attitudes towards a flipped chemistry classroom. However, papers presenting the positive effects on students (Chase et al, 2013;Eichler & Peeples, 2016;Hemraj-Benny & Beckford, 2014;Hibbard et al, 2016;Lenczewski, 2016;Mooring et al, 2016;Oliver-Hoyo & Allen, 2005;Ryan & Reid, 2016;Trogden, 2015;Weaver & Sturtevant, 2015) either in performance and/or student attitudes with respect to learning progress, confidence, and motivation outnumber the papers presenting the negative attitudes or learning experiences (He et al, 2016) or demonstrating no significant improvement in student performance compared to those taught by traditional lectures (Christiansen, 2014;Rein & Brookes, 2015). The studies that found no significant improvement, however, have found that there may be improvements to student confidence and enthusiasm (Chase et al, 2013;Hemraj-Benny & Beckford, 2014;Oliver-Hoyo & Allen, 2005;Rau et al, 2017).…”

Multicourse Comparative Study of the Core Aspects for Flipped Learning: Investigating In-Class Structure and Student Use of Video Resources

“…Most incorporate some type of groupwork, 22−34 and several use minilectures or just-in-time teaching to provide clarification on concepts when needed. 10,13,20,[22][23][24][25]27,[30][31][32][33]35 Some provide additional time for these activities by adopting a hybrid structure where students participate in active learning during a specific block of time or day of class. [7][8][9][10]18,30 Regardless of the type of F2F learning environment, flipped classes are structured such that students enter the classroom with some level of understanding, which they build upon during class time.…”

“…Higher-education flipped chemistry classrooms include a variety of different F2F active learning environments, such as peer-led team-learning (PLTL), − process-oriented guided-inquiry learning (POGIL), , or other combinations of peer instruction, problem-based learning, and/or think–pair–share type exercises. , In addition, some classes incorporate case studies , or whole-class discussions − into their class time. Most incorporate some type of groupwork, − and several use minilectures or just-in-time teaching to provide clarification on concepts when needed. ,,,− ,,− , Some provide additional time for these activities by adopting a hybrid structure where students participate in active learning during a specific block of time or day of class. − ,, …”

“…However, not all studies on flipped chemistry courses include this type of information. Some have determined “if” students completed the PCMs by keeping track of who turned in problem-solving activities, by asking students if they watched the required videos for that day, or by assessing students’ performance on quiz questions based on nonconceptual topics embedded in the videos . Some studies include self-reported student estimates of time spent studying outside of class each week or specifically watching the videos .…”