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Chemistry Education 2018
Journal of Organic & Inorganic Chemistry
ISSN: 2472-1123
Page 55
August 27-28, 2018
Zurich, Switzerland
8
th
Edition of International Conference on
Chemistry Education
and Research
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
rote memorization and binge learning to learn organic chemistry
without understanding the concepts behind them. This leads to
lower retention of information and limited ability of the students to
efficiently progress further in their organic chemistry education.
In this project, we offer supplemental video resources as a tool
for students to learn and apply organic chemistry one concept at
a time. The videos differ from simple concept review in that they
integrate 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 thematerial.
Student participation in the study was selected on a voluntary
basis from the Organic Chemistry II course. 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.
JXS1209@case.eduThe effect of active learning videos on organic chemistry
learning
Joyce Su
Case Western Reserve University, USA
J Org Inorg Chem 2018, Volume 4
DOI: 10.21767/2472-1123-C5-015