Leveraging a hybrid learning environment and small group recitations to promote higher order learning: incorporating reform-minded instruction within a traditional general chemistry curriculum

Abstract

There is an ongoing effort in the chemistry education community to promote instructional reform in undergraduate education that shifts the instructional emphasis from teaching disaggregated facts and skills to promoting more meaningful learning outcomes. In an effort to improve student performance as well as strengthen the student's conceptual understanding of core chemistry concepts, this study leveraged a hybrid (flipped) learning environment to integrate instructional activities inspired by the three-dimensional learning (3DL) framework into a college-level general chemistry course sequence. In phase one of the study, a hybrid general chemistry course that was partially structured around the 3DL framework was assessed in comparison to three other teaching-as-usual courses. The Higher Dimensional Lecture (HDL) course appeared to improve some higher order learning outcomes versus courses that were structured around a traditional curriculum, however no significant difference in 3DL assessment performance was observed relative to a traditional course that was observed to incorporate some elements of 3D learning. Phase two of the study was designed to address potential limitations in phase one by utilizing recitation sessions to increase the frequency at which students engaged with HDL practice activities. This appeared to improve higher order learning outcomes, as students who completed the HDL practice activities performed significantly better on summative 3DL assessments relative to students who completed more traditional problem-solving exercises. Students in this HDL practice activity treatment also performed better on one 3DL summative assessment versus students from a more traditional course. The results presented herein should provide a model for how instructors can use a hybrid course structure to promote reform-minded instruction within a traditional general chemistry curriculum.