Lauren R Holloway, Tabitha F Miller, Bryce da Camara, Paul M Bogie, Briana L Hickey, Angie L Lopez, Jiho Ahn, Eric Dao, Nicole Naibert, Jack Barbera, Richard J Hooley, Jack F Eichler
In an ongoing effort to incorporate active learning and promote higher order learning outcomes in undergraduate organic chemistry, a hybrid ("flipped") classroom structure has been used to facilitate a series of collaborative activities in the first two courses of the lower division organic chemistry sequence. An observational study of seven classes over a five-year period reveals there is a strong correlation between performance on the in-class activities and performance on the final exam across all classes; however, a significant number of students in these courses continue to struggle on both the in-class activities and final exam...
February 13, 2024: Journal of Chemical Education