The flipped classroom in postsecondary chemistry has gained popularity in the last decade and is perceived to be the latest trend in innovative pedagogical methods. Flipping the classroom frees up valuable interactive time for in-depth discussions and instructor-guided problem solving. In STEM education, flipped learning and other student-centered (active) learning methods, as opposed to instructor-centered (lecture), have found their ways into higher education with positive results. However, few quantitative data are available in the literature on the impact of flipped classrooms on learning in organic chemistry at a postsecondary level. Published studies are usually brief or limited, if available. Sophomore-level Organic Chemistry I and II have reputations as scary, dry and difficult courses. Here, we describe 10 years’ experience in teaching flipped classroom Sophomore-level Organic Chemistry I and II courses, compared to traditional classroom conducted in the same setting. The course contents are delivered, in advance of class, using prerecorded video lectures, followed by short online quiz. Students work through a handout as they watch the videos. In class, first, students' questions about the video lectures were addressed, then the concepts were converted to problems, and students worked on problem solving and were challenged to think beyond given questions. We evaluated gain on final grade scores in organic chemistry using ACS Standardized Final Exam. Entrance and exit surveys were conducted to measure the student’s satisfactions, expectations, comfort level. Qualitative assessment of attitudes survey and pre-post exams were collected. We compared final grades in traditional classrooms (control group) and flipped classrooms (experimental group). Students showed increased understanding of the course material and improve their performance in exams. Students reported more interest towards learning organic chemistry, with life-time skills in learning from the flipped classroom. Fewer students dropped the course compared to traditional lectures. Study results report students’ cognitive and affective responses. Results from this study, along with access data, quiz scores, and student comments, aim to build up a profile of how the flipped lecture works for undergraduate students with the implications and challenges for development of organic chemistry curricula.

Flipped classroom in undergraduate organic chemistry: 10 years’ experience

Macromolecular Chemistry: The Second Century

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ACS Spring 2020 National Meeting & Expo

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