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ToolsChamberlain, Shannon, Elford, Daniel, Lancaster, Simon J. and Silve, Francesca (2021) Tailored blended learning for foundation year chemistry students. Chimia, 75 (1-2). pp. 18-26. ISSN 0009-4293
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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.
| Item Type: | Article |
|---|---|
| Additional Information: | Publisher Copyright: © 2021 Swiss Chemical Society. All rights reserved. |
| Uncontrolled Keywords: | active learning,blended,just in time teaching,peer instruction,student directed,chemistry(all) ,/dk/atira/pure/subjectarea/asjc/1600 |
| Faculty \ School: | Faculty of Science > School of Chemistry (former - to 2024) Faculty of Science > School of Chemistry, Pharmacy and Pharmacology |
| Related URLs: | |
| Depositing User: | LivePure Connector |
| Date Deposited: | 11 Jan 2025 01:03 |
| Last Modified: | 11 Jan 2025 01:03 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/98178 |
| DOI: | 10.2533/chimia.2021.18 |
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