Chemistry has primarily been taught face-to-face, however, there has been a shift to offering more STEM courses in a variety of different modalities. The benefit to offering courses in different modalities has the potential reach a wider student audience. With introductory STEM courses being gateway courses into the physical sciences, there is a need to make these courses more accessible to students as they are still taught primarily face-to-face. An issue with making this shift to online courses is being able ensure that students are able to learn from the online content and remain engaged. The following study compares two course modalities (face-to-face and mix-mode) for a large enrollment chemistry fundamentals course at the University of Central Florida and looking at robustness of the videos with different instructors. The mix-mode lecture content was offered through online videos through the LMS (webcourses). The lecture videos were created specifically for this study and used novel multimedia instruction to engage students and help them build a stronger foundation in chemistry. In order to gauge students’ understanding of the material, they were assessed through online quizzes before coming to class and with iClicker questions at the beginning of class. These results were then compared to students who took this course taught Face-to-Face the previous semester with the same instructor. Comparison of overall grades, exam scores, and student perception of these courses were also compared to better understand how students responded to this course when taught as a mix-mode platform.

Investigating the effect of novel multimedia resources for a mix-mode chemistry fundamentals course

ACS Spring Meeting 2021

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