A challenge that many students face when learning organic chemistry involves balancing concept learning and concept application in problem-solving. Too often, students lean towards the rote memorization and binge learning route to learn organic chemistry without understanding the applications of concepts to problem solving. In this project, we offer supplemental video resources as a tool for students to learn and apply organic chemistry concepts to problem solving. The videos differ from simple concept-review in that they integrate short active learning exercises. Video length generally ranges from three to ten minutes and follow a basic template of concept introduction, connection to previously learned topics, followed by a concept check where students are asked to pause the video and solve the displayed problem based off of previous and newly acquired knowledge. The videos continue the pattern of concept coverage followed by application exercises, allowing students to interact with and use the concepts instead of passively absorbing material. After each problem, a short explanation is given where concept utilization is emphasized. The goal is to increase student knowledge retention and learning by supplying additional online resources that allow the student to actively engage in the material. Student participation in the study was selected on a voluntary basis over multiple semesters. Participation involved watching a set number of videos per week as per course schedule, followed by an online survey. Short written assignments addressed students’ conceptual and practical understanding from the videos. Small groups met periodically to discuss content progress and the effects of video utilization during the semester-long course, with discussion centered around the student’s ability to connect concepts, as well as inquiry into the video’s role in student learning. The results of our study is presented herein. This project was a direct outcome of the corresponding author’s training in Active Learning in Organic Chemistry workshop conducted by cCWCS in the year 2014.

Short videos as a tool to teach problem solving in a Large Undergraduate Organic Chemistry Class: A multi-semester study of student attitudes and approaches

2019 Spring National Meeting

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