Hybridizing inorganicchemistry: Increasing studentengagement by reservinglecture for high-impactpracticesRose Theisen, PhD and Jason Halfen, PhDDepartment of ChemistryUniversity of Wisconsin – Eau Claire
OVERVIEW A hybrid or blended course combines the best features offace-to-face teaching with the best features of onlinelearning. A fully online course A fully face-to-face course A hybrid course is when some in-class sessions arecompletely replaced with online instruction. A flipped course is when the number of in-class hoursremains the same, with content delivery and homeworkmerely switching places.Christiansen, M. A. J. Chem. Ed. 2014, ASAP.
OVERVIEWHybrid course format allows for More interaction between students and professor More interaction between students More schedule flexibility for instructor and students Opportunities to use technologies that are available athome
OVERVIEW At the University of Wisconsin – Eau Claire, a hybrid course isrequired to have at least 25% of the course shifted to onlineinstruction and activities. Last spring (2014) two undergraduate inorganic chemistrycourses were redesigned using a hybrid format Introduction to Inorganic Chemistry – a 200-level courserequired for all chemistry majors and minors Bioinorganic Chemistry - an 300-level elective for chemistryand biology majors These were the first upper-level hybrid courses offered in ourdepartment.
OVERVIEWIn both courses: Outside of class, students completed a combination ofonline tutorials, videos, self-testing exercises, simulationsand online discussion groups, which introduced students tofoundational concepts. During face-to-face meetings, instructor lectures werereplaced with group collaboration activities and applicationof concepts, which facilitated interaction among studentsand between students and their instructor.
OVERVIEWThis presentation will describe1) implementation of this curricular revision2) discuss lessons learned3) address how well the revision achieved the goals.
Intro to Inorganic Chemistry – CHEM 218COURSE AND HISTORICAL PERSPECTIVE A one-semester, lecture only course that covers introductoryinorganic principles. Primary areas of coverage: structure,bonding, and reactivity of transition metal complexes, solidstate materials, main group compounds. A 200-level course to be taken before Physical Chemistry Enrollment has grown steadily from 30 students/yr in late 90sto 100/yr currently distributed across face-to-face andonline environments. Audience 60% chemistry majors, 25% allied sciences(physics, mat sci, bio, geology), 15% other.
Intro to Inorganic Chemistry – CHEM 218INITIAL ONLINE OFFERING AND OBSERVATIONSDeveloped 100% online course in 2013 Offered as a 4-week summer course. Content and structure paralleled face-to-face course.Included 12 mini lectures (6-12 minutes) to introduce newtopics, with bulk of content from textbook reading andsome limited web resources. Also had several active discussion groups (peer-to-peerQ&A, virtual office hours, instructor-led discussion) thathelped students to remain engaged.
Intro to Inorganic Chemistry – CHEM 218INITIAL ONLINE OFFEREING AND OBSERVATIONSTwo problems identified with 100% online course:(a) pace of course somewhat aggressive for the onlineenvironment(b) limited opportunities for exposure to course materialsfrom other, outside perspectives.Results: Marginally successful: 50% W rate after 1 week.
Intro to Inorganic Chemistry – CHEM 218EVOLUTION OF HYBRID COURSEDeveloped hybrid course in Spring 2014 Goal: use online environment to present majority ofcontent and to reserve face-to-face meetings fordiscussions, development of relationships betweencontent pieces, other high-impact teaching/learningmethods including group problem solving, model usage.
Intro to Inorganic Chemistry – CHEM 218EVOLUTION OF HYBRID COURSEHybrid Schedule for 75-min, 2x/week lecture-only course 1 face to face (75 min) and 1 online meeting per week. All face to face meetings recorded and distributed byYouTube to entire class. Online 50% / Face-to-Face 50%
Intro to Inorganic Chemistry – CHEM 218EVOLUTION OF HYBRID COURSEHybrid OfferingIn addition to video lectures from online course, more webresources were added which significantly enhanced outside ofclass activities: Other university's inorganic course online materials were used toprovide additional perspectives on content. Also made use of MIT's OpenCourseWare for additional lecturesand solved problem setsCourse material was restructured into three inter-relatedmodules: Structure, Bonding, and Properties and Reactivity. This allowed for more discussion and bridging between topics
Intro to Inorganic Chemistry – CHEM 218EVOLUTION OF HYBRID COURSEStudent feedback (to instructor and to CETL): Students loved the high-impact teaching/learning practicesduring face to face meetings. Use of models and group work very helpful in developingunderstanding of core concepts. Appreciated flexibility in digesting bulk sections of contentonline.Results: Significantly decreased W rate (5%), 5% D/F rate.
Intro to Inorganic Chemistry – CHEM 218SUCCESSFUL HYBRID OFFERING LEADS TO ENHANCEDONLINE COURSEOffered 100% online course summer 2014 Using lessons learned from online and hybrid courses Extended to 8 weeks vs 4 to deal with pace issue Enhanced content using materials developed for hybridcourse and also used hybrid course's recorded lectures tohelp provide students with access to important student-leddiscussionsResults: Combination led to much reduced W rate (12.5%) and 0% D/F
Intro to Inorganic Chemistry – CHEM 218SUCCESSFUL HYBRID OFFERING LEADS TO ENHANCEDONLINE COURSEConclusion: Hybrid and online offerings can go hand-in-hand, withcontent pieces and lessons learned from one courseformat helping to improve and enhance the otherformat.
Bioinorganic chemistry – CHEM 318COURSE AND HISTORICAL PERSPECTIVE A one-semester, lecture only course explores the biologicalchemistry of the transition metals, including metalloproteinstructure and function, small-molecule synthetic modelingsystems, metal ion trafficking in biological systems, and theuses of metals in medicine. First developed mid 2000s and is taught every other year.Upper level elective for chemistry and biology majors. Enrollment is capped at 22 students and fills quickly everysemester it’s offered. Audience 60% chemistry majors, 27% biology majors, 13%other (mat sci, etc).
Bioinorganic chemistry – CHEM 318INITIAL OFFERING AND OBSERVATIONSOffered 100% traditional lecture course in 2008, 2010 and2012. Included instructor-driven lectures to introduce new topics, somelimited web resources, and assigned readings from textbook andrelevant journal articles. In 2012 had weekly in-class group activities that helped students toapply concepts learned from lecture and the reading assignments.Two problems identified: students struggled with reading primary literature sources assignedfor homework outside of class lecture-heavy course was tedious for instructor (and students)
Bioinorganic chemistry – CHEM 318EVOLUTION OF HYBRID OFFERINGOffered Hybrid course format in Spring 2014 Goals: use online environment to present majority ofcontent, reserve face-to-face meetings for discussions,development of relationships between content, de-codingprimary literature articles in small groups, other high-impactteaching/learning methods
Bioinorganic chemistry – CHEM 318EVOLUTION OF HYBRID OFFERINGHybrid Schedule for 50-min 3x/week lecture-only course 1 face to face and 2 online meeting per week for the first 6weeks (review and background heavy) 2 face to face and 1 online meeting per week for the next 8weeks (new bioinorganic concepts). The last two weeks were all face to face for studentpresentations. Online 37% / Face-to-Face 63%
Bioinorganic chemistry – CHEM 318EVOLUTION OF HYBRID OFFERINGHybrid Method: Created own online content using Camtasia software torecord voice over Powerpoint presentations and uploadedvideos to YouTube. Kept all lectures between 5-15 minuteslong. Used notes and slides from previous semester, but did haveto reformat for time and clarity – took two weeks beforesemester began to create four weeks of video content Created an associated online quiz after every online day totest concepts learned in video lectures. Heavily used UWEC’s learning management system (D2L).
Bioinorganic chemistry – CHEM 318EVOLUTION OF HYBRID OFFERINGHybrid Method: During lecture, after briefly reviewing the online content, Iassigned daily in-class activity which consisted of groupproblem solving exercises, reflection notecards, group andindividual quizzes. I also gave mini lectures and discussedarticles during class.
Bioinorganic chemistry – CHEM 318EVOLUTION OF HYBRID OFFERINGStudent feedback (to instructor and to CETL): Students enjoyed being able to watch and re-watch videos attheir leisure Students liked having quizzes and course materials online inone place (D2L). Students liked being able to catch up with the professor oncea week to recap important ideas and answer questions. Students appreciated the ability to go at ones pace. This partreally captured the student’s interest!
Bioinorganic chemistry – CHEM 318EVOLUTION OF HYBRID OFFERINGDifficulties with hybrid course (Student Feedback): The transition between online and face to face days wassometime difficult –helped to have a good review atbeginning of F2F lecture Remembering in-class days and online days and assignmentdue dates was a challenge (daily email reminders werehelpful) Students procrastinated until they had to do work ratherwhen they should have done the work.
Bioinorganic chemistry – CHEM 318EVOLUTION OF HYBRID OFFERINGResults: no significant increase or decrease in exam scores or overallaverage grade between traditional course (2012) and hybridcourse (2014) DFW rate 0% for both courses
Bioinorganic chemistry – CHEM 318SUCCESSFUL HYBRID COURSELessons learned: Students perspective: While a good portion of the class isonline, the professor was seen as very available for studentquestions and concerns. This is helpful for direction in ahybrid course. Instructor perspective: liked schedule flexibility, likedhaving more time to interact with students as opposed totalking at them, liked having more time to assist in them indecoding articles Conclusion: Hybrid offerings combine the best parts ofonline and face to face teaching
Did the revisions achieve the goals? While the numbers didn’t show increased learning gains foreither hybrid course, there was not a decrease in learninggains, or an increase in D/F rates Both courses used online environment to present majority ofcontent, reserve face-to-face meetings for discussions,development of relationships between content pieces, otherhigh-impact teaching/learning methods including groupproblem solving, model usage. Both courses implemented more active learning strategiesinto the lecture part of the course which kept studentsengaged during lecture
Getting Started Start small keep it simple to at first to learn any new technology Before hybrid course – created seven pre-lab videos for a lab-onlycourse Ideas Be an online student yourself enroll in a Massive Open Online Course on edx.edu or coursera.org to see what it’s like to be a student in an online environment Get an idea of what your students are doing while watching youronline content Get an idea of what formats work for you and what formats don’twork Because there is no standard approach to hybrid courses – you canbe creative and redesign your course so that it makes sense forthe material covered
Can you hybridize yourcourse?
Hybridizing inorganic chemistry:Increasing student engagement byreserving lecture for high-impactpracticesAcknowledgementsRose Theisen, PhD and Jason Halfen, PhDDepartment of Chemistry² University of Wisconsin – Eau ClaireUniversity of Wisconsin – Eau Claire² Department of Chemistry² Center for Excellence in Teaching and Learning² Cindy Albert, director² Learning and Technology Services² April Pierson
state materials, main group compounds. ! A 200-level course to be taken before Physical Chemistry ! Enrollment has grown steadily from 30 students/yr in late 90s to 100/yr currently distributed across face-to-face and online environments. ! Audience 60% chemistry majors, 25% all