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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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Article information


Submitted
10 Nov 2017
Accepted
01 Mar 2018
First published
01 Mar 2018

Chem. Educ. Res. Pract., 2018,19, 567-582
Article type
Paper

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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