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Issue 2, 2018
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Developing communication confidence and professional identity in chemistry through international online collaborative learning

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Abstract

The use of online collaborative assignments (OCAs) between two flipped organic chemistry classrooms, one in Canada and the other in the United States, was examined for impact on learners. The intervention was designed to support content mastery, aid in increasing students’ communication skills through chemistry drawing and verbalization, facilitate emergence of professional identity, and promote development of appreciation for chemistry as an international language. A mixed-methods approach consisting of interviews, student written reflections, and questionnaires was used to evaluate the impact of the OCAs. Students described their experience of the OCAs in terms of: chemistry communication confidence; engaged learning; chemistry learning; relationships; and professional identity.

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Publication details

The article was received on 10 Nov 2017, accepted on 01 Mar 2018 and first published on 01 Mar 2018


Article type: Paper
DOI: 10.1039/C7RP00220C
Citation: Chem. Educ. Res. Pract., 2018,19, 567-582
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    Developing communication confidence and professional identity in chemistry through international online collaborative learning

    D. Skagen, B. McCollum, L. Morsch and B. Shokoples, Chem. Educ. Res. Pract., 2018, 19, 567
    DOI: 10.1039/C7RP00220C

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