In online learning, motivation is crucial for a better outcome. As learning is more facilitated through online technology during the COVID pandemic, we had the opportunity to do qualitative research on motivation and learning habits in an online organic chemistry class at the University of Dayton. The students enrolled in the class received optional chemistry practice quizzes on a regular basis in an online educational tool, Zosimos, and their engagement with the extra learning material was monitored throughout the semester. An online follow-up survey was also completed by the students to share insights about their practice habits.<br/>Our findings indicate that self-motivation to complete non-mandatory practice exercises is high. The majority of students used the non-mandatory resources beyond the mandatory homework to improve their understanding of organic chemistry and to prepare for exams.<br/>Student’s motivational dispositions were very similar and we were able to identify some patterns in how they chose non-mandatory practice material. First of all, they consider how closely the extra exercises relate to the core material but their personal interest in specific topics also appears to be an important aspect of their observed behavior. Furthermore, nomenclature, structure drawing, understanding reaction mechanisms, and organic syntheses seemed to be complicated topics for many students. Thus, the majority of the students preferred the quizzes addressing these problems in the online tool to improve their learning outcome.

Organic chemistry students’ self-determined motivation to practice

ACS Spring Meeting 2021

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