Tailored Blended Learning for Foundation Year Chemistry Students

Authors

  • Shannon Chamberlain School of Chemistry, University of East Anglia, Norwich Research Park, Norwich, NR4 7TJ, United Kingdom
  • Daniel Elford School of Chemistry, University of East Anglia, Norwich Research Park, Norwich, NR4 7TJ, United Kingdom
  • Simon J. Lancaster School of Chemistry, University of East Anglia, Norwich Research Park, Norwich, NR4 7TJ, United Kingdom;, Email: S.Lancaster@uea.ac.uk
  • Francesca Silve School of Chemistry, University of East Anglia, Norwich Research Park, Norwich, NR4 7TJ, United Kingdom

DOI:

https://doi.org/10.2533/chimia.2021.18

Keywords:

Active learning, Blended, Just in time teaching, Peer instruction, Student directed

Abstract

The chemistry foundation year at the University of East Anglia is a diverse cohort with a wide range of prior educational experience and confidence levels. A flexible learning program combining extensive online materials intended for asynchronous study and face to face peer instruction is provided. Study is divided into weekly topics. Students are directed to take a short introductory quiz at the beginning of the week, feedback on which allows them to tailor the extent of asynchronous learning to their own needs. All students attend a highly interactive synchronous teaching session which utilises active learning to develop their conceptual understanding. The week concludes with a reflective formative test. Measures of student activity on the online platform and audience response technology in the lecture theatre provide a quantitative picture of engagement with tailored blended learning, while semi-structured interviews provide qualitative insight into the student perception.

Downloads

Published

2021-02-28

How to Cite

[1]
S. Chamberlain, D. Elford, S. J. Lancaster, F. Silve, Chimia 2021, 75, 18, DOI: 10.2533/chimia.2021.18.