A web-based adaptive active learning environment for learning organic chemistry has been developed. The site consists of the following components: (a) a pedagogical approach that is built on constructivism, (b) a student model that includes both cognitive and affective factors, (c) a network to evaluate students' knowledge, and (d) a meta-cognitive coach that will monitor the status of students' problem solving skills. Previous research has shown that self-efficacy and self-determination are the most important student-centric factors for high engagement with electronic learning websites. The meta-cognitive coach attempts to identify students with poor self-regulation so that it can offer appropriate learning strategies to promote the active development of organic chemistry problem solving skills.<br/><br/>The website and associated learning materials are grounded in Ausubel's meaningful reception learning, wherein students construct an understanding in a strongly guided setting, by applying fundamental principles to explain the properties and reactions of organic molecules (e.g., Lewis acid/base theory; retrosynthetic analysis). The site consists of over 3000 problems written specifically for the site, which are categorized in terms of 500 individual knowledge components. The problems have extensive feedback, many have video explanations. Rather than learning gains, which are difficult to measure, the website is assessed based on analysis of log data to determine the extent to which students' actions conform to the learning strategy proposed and on survey data.  The data suggest that the students strongly embrace the concept of active learning by problem solving in the context of the website.<br/>

Active learning organic chemistry environment with an adaptive meta-cognitive coach

2019 Spring National Meeting

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.