Jump to main content
Jump to site search
Access to RSC content Close the message box

Continue to access RSC content when you are not at your institution. Follow our step-by-step guide.


Issue 1, 2008
Previous Article Next Article

Improving student achievement and satisfaction by adopting a blended learning approach to inorganic chemistry

Abstract

A blended learning approach to the teaching of a level 2 inorganic chemistry module is presented. Lectures were replaced by study packs, which were supported by formative on-line assessment delivered via Blackboard and a programme of 20 workshops. Learning activities written using the Lockwood format were included in the study pack to facilitate active learning. The formative on-line assessments were designed to provide rapid and helpful feedback to the students in advance of the workshops. The tracking and gradebook facilities in Blackboard allowed staff to monitor student activity and progress. Attendance at the workshops was encouraged by including end-of workshop summative assessments. An analysis of module results revealed an improvement in performance compared to previous years and other core chemistry modules, after introducing blended learning to the level 2 inorganic chemistry module in 2004/5. The improvement was maintained in 2005/6. Module questionnaires revealed a significant improvement in student satisfaction with subject content, delivery and performance feedback on adopting a blended learning approach.

Back to tab navigation

Article information


Chem. Educ. Res. Pract., 2008,9, 43-50
Article type
Paper

Improving student achievement and satisfaction by adopting a blended learning approach to inorganic chemistry

N. A. Williams, W. Bland and G. Christie, Chem. Educ. Res. Pract., 2008, 9, 43
DOI: 10.1039/B801290N

Social activity

Search articles by author

Spotlight

Advertisements