At the extremes, some online learning tools provide learners with resources to sort out for themselves while other tools are programmed to continuously adapt to the learner’s inputs and abilities and control students’ tasks. We developed a series of chemistry learning modules with the middle ground in mind: modules that guide the learner but ultimately leave the learning and progressions under the learner’s control. The flexible modules are designed for stand-alone use or combined in a series and are appropriate for traditional, blended, flipped, fully online courses. The modules are an Open Education Resource offered free of charge under Creative Commons license.
In our first module, we studied students’ learning gains in chemistry nomenclature and their satisfaction under three conditions: in a traditional tutorial setting, using nomenclature101.com when guided by a facilitator, and using nomenclature101.com unguided. In this presentation, we will describe the modules and findings from the study. For the second and third modules, we embedded metacognition elements that prompt students to self-assess their own skills, identify their goals, and then encourage them to proceed accordingly. During this presentation, we will discuss ways in which metacognitive elements may be incorporated into an online experience.
We will provide handouts and a demonstration of the online learning modules. Attendees can also use their own device to explore the modules.
By the end of this session, attendees will be able to (1) describe the key features of the modules, including learners’ choices and metacognition elements; (2) discuss the findings of study on nomenclature101.com; and (3) discuss ways in which metacognition elements may be incorporated into an online experience.
ReferencesFlynn, A. B., Caron, J., Laroche, J., Daviau-Duguay, M., Marcoux, C., & Richard, G. (2014). Nomenclature101.com: A Free, Student-Driven Organic Chemistry Nomenclature Learning Tool.
Journal of Chemical Education,
91(11), 1855–1859.
http://doi.org/10.1021/ed500353a Flynn, A. B., & Ogilvie, W. W. (2015). Mechanisms before Reactions: A Mechanistic Approach to the Organic Chemistry Curriculum Based on Patterns of Electron Flow.
Journal of Chemical Education,
92(5), 803–810.
http://doi.org/10.1021/ed500284d Stoyanovich, C., Gandhi, A., & Flynn, A. B. (2015). Acid–Base Learning Outcomes for Students in an Introductory Organic Chemistry Course.
Journal of Chemical Education,
92(2), 220–229.
http://doi.org/10.1021/ed5003338
