{"title":"将学生与翻转内容的互动从孤立、被动的活动转变为协作、参与的努力","authors":"Anna J. Sigmon, Eshani Lee, Matthew Bodek","doi":"10.1021/acs.jchemed.3c01007","DOIUrl":null,"url":null,"abstract":"The flipped classroom model in college science courses represents a transformative approach that redefines the conventional roles of in-class lectures and learning experiences. Despite the model’s intent to foster active learning, students may still passively participate in the activities, not fully engaging with the materials or their peers. This study discusses the implications of incorporating Perusall, an online social annotation platform, into a flipped organic chemistry course, using the lenses of the social constructivist framework of learning. The primary objective was to introduce an interactive and dynamic avenue for students to immerse themselves into the organic chemistry lecture content actively. Using data analytics, chat analyses, student surveys, and individual student interviews as data sources, we examined how students interacted with Perusall to support their learning and how Perusall can be used to stimulate engagement within a flipped classroom model. Noteworthy findings emerged, including students’ preference for videos that are less than 20 min, heightened activity on Perusall 1 h preceding deadlines, and students’ comfort in using chat features to comment on videos and address peer inquiries, even beyond deadlines. Our study presents valuable insights and offers practical recommendations for optimizing students’ learning experiences through the effective utilization of Perusall within the context of a flipped classroom.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Transforming Student Interactions with Flipped Content from an Isolated, Passive Activity into a Collaborative and Engaging Endeavor\",\"authors\":\"Anna J. Sigmon, Eshani Lee, Matthew Bodek\",\"doi\":\"10.1021/acs.jchemed.3c01007\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The flipped classroom model in college science courses represents a transformative approach that redefines the conventional roles of in-class lectures and learning experiences. Despite the model’s intent to foster active learning, students may still passively participate in the activities, not fully engaging with the materials or their peers. This study discusses the implications of incorporating Perusall, an online social annotation platform, into a flipped organic chemistry course, using the lenses of the social constructivist framework of learning. The primary objective was to introduce an interactive and dynamic avenue for students to immerse themselves into the organic chemistry lecture content actively. Using data analytics, chat analyses, student surveys, and individual student interviews as data sources, we examined how students interacted with Perusall to support their learning and how Perusall can be used to stimulate engagement within a flipped classroom model. Noteworthy findings emerged, including students’ preference for videos that are less than 20 min, heightened activity on Perusall 1 h preceding deadlines, and students’ comfort in using chat features to comment on videos and address peer inquiries, even beyond deadlines. Our study presents valuable insights and offers practical recommendations for optimizing students’ learning experiences through the effective utilization of Perusall within the context of a flipped classroom.\",\"PeriodicalId\":43,\"journal\":{\"name\":\"Journal of Chemical Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2024-07-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Chemical Education\",\"FirstCategoryId\":\"92\",\"ListUrlMain\":\"https://doi.org/10.1021/acs.jchemed.3c01007\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"CHEMISTRY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Chemical Education","FirstCategoryId":"92","ListUrlMain":"https://doi.org/10.1021/acs.jchemed.3c01007","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
Transforming Student Interactions with Flipped Content from an Isolated, Passive Activity into a Collaborative and Engaging Endeavor
The flipped classroom model in college science courses represents a transformative approach that redefines the conventional roles of in-class lectures and learning experiences. Despite the model’s intent to foster active learning, students may still passively participate in the activities, not fully engaging with the materials or their peers. This study discusses the implications of incorporating Perusall, an online social annotation platform, into a flipped organic chemistry course, using the lenses of the social constructivist framework of learning. The primary objective was to introduce an interactive and dynamic avenue for students to immerse themselves into the organic chemistry lecture content actively. Using data analytics, chat analyses, student surveys, and individual student interviews as data sources, we examined how students interacted with Perusall to support their learning and how Perusall can be used to stimulate engagement within a flipped classroom model. Noteworthy findings emerged, including students’ preference for videos that are less than 20 min, heightened activity on Perusall 1 h preceding deadlines, and students’ comfort in using chat features to comment on videos and address peer inquiries, even beyond deadlines. Our study presents valuable insights and offers practical recommendations for optimizing students’ learning experiences through the effective utilization of Perusall within the context of a flipped classroom.
期刊介绍:
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.