Teaching organic chemistry through traditional lecture methods alone does not provide many active learning opportunities for students, especially in large enrollment courses. To alleviate passivity and break the monotony of lectures, clickers have gained popularity. Clicker questions provide instructors with immediate feedback on student learning. However, feedback is limited, as it only involves multiple-choice questions, and provides little insight into the misconceptions of student thinking. Finding ways to engage students during lecture in stepwise problem solving exercises and allow for spontaneous feedback remains a major pedagogical challenge.<br/><br/>We report how the use of iPads along with AirServer mirroring software in a large lecture course can make student thinking visible and promote active learning moments. This technique provides a unique opportunity for students to work in small groups and creates meaningful discussion environments. Students work with their peers with guided instruction from peer teaching assistants and the instructor. While attempting to solve a problem, students also engage in self-assessment. The misconceptions are revealed and formative assessment is provided to the entire class. These efforts facilitate the identification of common cognitive biases and emotional traps that hinder critical thinking, provide a meaningful student centered learning environment and helps increase student motivation.<br/><br/>Molecular visualization and drawing apps were used for a variety of organic chemistry problems: drawing Lewis dot structures, identifying functional groups, drawing resonance, reaction products, reaction mechanisms, and retrosynthetic analysis. Screenshots of student work document several ways in which this technology was employed and shed light on problem areas for students. Student learning outcomes are being measured, to understand if this engagement technique is effective and uncover rigorous evidence of efficacy of this initiative. Challenges in adopting and implementing this technology will be addressed.

Using mobile technology to make student thinking visible and promote active learning in organic chemistry

251st National Meeting (2016)

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