A hybrid or blended course combines the best features of face-to-face teaching with the best features of online learning. At the University of Wisconsin � Eau Claire, two undergraduate inorganic chemistry courses: Introduction to Inorganic Chemistry (required for all chemistry majors and minors) and Bioinorganic Chemistry (an upper-level elective) were redesigned using a hybrid format, with approximately 25% of the course shifted to online instruction and activities. The goal of redesigning these courses was to increase student engagement and learning gains by promoting active, independent learning. Outside of class, students completed a combination of online tutorials, self-testing exercises, simulations and online discussion groups, which introduced students to foundational concepts. During face-to-face meetings, instructor lectures were replaced with examining case studies, group collaboration activities and application of concepts, which facilitated interaction among students and between students and their instructor. This presentation will describe implementation of this innovative curricular revision, discuss lessons learned, and address how well the revision achieved the goals.

Hybridizing inorganic chemistry: Increasing student engagement by reserving lecture for high-impact practices

248th National Meeting (2014)

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