Case study 2:Tailored active blended learning in a foundation year chemistry module

Lancaster, Simon J., Elford, Daniel and Gill, Eleanor (2023) Case study 2:Tailored active blended learning in a foundation year chemistry module. In: Effective Teaching in Large STEM Classes. American Institute of Physics, 8.1-8.12. ISBN 9780750352284

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Abstract

In this chapter we discuss the Introductory Chemistry module at the University of East Anglia, which caters to a cohort that is diverse in both experience and career aspiration. Our approach is a tailored active blended learning programme, combining online tests to gauge the level of support needed by each student, 'gamification'-gentle competition amongst student sub-cohorts, and a standard peer instruction model. This is further complemented by the crowd-sourcing of potential distractors to surface otherwise unanticipated misconceptions. Peer interactions are extended beyond the immediate neighbours using Padlet as a synchronous networking and discussion tool. The enhanced conceptual insight is further reinforced through more demanding follow-up assessments.

Item Type:	Book Section
Additional Information:	Publisher Copyright: © IOP Publishing Ltd 2023. All rights reserved.
Uncontrolled Keywords:	social sciences(all),physics and astronomy(all) ,/dk/atira/pure/subjectarea/asjc/3300
Faculty \ School:	Faculty of Science > School of Chemistry, Pharmacy and Pharmacology Faculty of Science > School of Chemistry (former - to 2024)
Related URLs:	http://www.scopus.com/inward/record.url?...
Depositing User:	LivePure Connector
Date Deposited:	11 Jan 2025 00:36
Last Modified:	11 Jan 2025 00:36
URI:	https://ueaeprints.uea.ac.uk/id/eprint/98164
DOI:	10.1088/978-0-7503-5231-4ch8

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