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Flexible learning with multicomponent blended learning mode for undergraduate chemistry courses in the pandemic of COVID-19

机译：在Covid-19大流行病中灵活地学习本科化学课程的多组分混合学习模式

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Purpose - This paper aims to report a case study in flexible learning with multicomponent blended learning mode in an undergraduate chemistry course. Traditional chemistry courses usually include lectures, tutorials and laboratory sections. For a course "Advances in Organic Synthesis" at undergraduate level, it consists of advanced information in organic chemistry such as reaction mechanisms, asymmetric catalysis, retrosynthesis and applications in synthesis of natural products. This course is a difficult subject and requires deep understanding of contents. After learning this course, students should have comprehensive knowledge in advanced strategies of organic synthesis and have an ability to apply them to real cases. This "flexible learning with multicomponent blended learning mode" was implemented by the authors to enhance student engagement and self-motivation in their studies. Design/methodology/approach - The authors hoped to enhance students' engagement in "flexible learning" - a mixed concept with "blended learning" and "flipped classroom" - and called this approach as "multicomponent blended learning mode." Blended learning combines face-to-face and e-learning components with interactive Web-based components and technical experimental videos were developed. The knowledge integrated in different components provides a natural environment to link the different synthetic methods together, which help students to get a better understanding of the complicated knowledge and strengthen their skills. For flipped classroom, students participated in the case studies of the organic synthesis and shared their findings to other classmates in oral presentations. Findings - In this study, both course evaluation score and students' academic performance in the "multicomponent blended learning mode" were increased significantly when comparing with traditional teaching methods in 2011. It was found that students' engagement and their self-motivation in learning were enhanced. Originality/value - The positive feedback from the students and the enhancement of their academic performance supported the value in this research. Besides, most universities in Hong Kong have suspended all face-to-face classes and conducted all teaching in online mode during COVID-19 outbreak. As the multicomponent blended learning mode of this course has already been conducted for eight cohorts, the authors are confident that this feature can minimize the sudden change in the learning habits for the students. As social factors and individual variations in students' learning and study mode may affect the learning outcomes, these interactive multicomponent e-learning components in this special period make students excited when they can study and digest the knowledge according to their own pace.
机译：目的 - 本文旨在通过本科化学课程中的多组分混合学习模式进行灵活学习的案例研究。传统化学课程通常包括讲座，教程和实验室部分。对于本科水平的课程“有机合成中的进展”，它由有机化学中的先进信息组成，例如反应机制，非对称催化，逆转录和合成天然产物的应用。本课程是一个困难的主题，需要深入了解内容。在学习本课程后，学生应在有机合成的先进策略中具有全面的知识，并能够将它们应用于实际情况。这位作者实施了“利用多组分混合学习模式的灵活学习”，以提高学生参与和学习的自我激励。设计/方法/方法 - 作者希望加强学生在“灵活学习”中的参与 - 一个混合概念，“混合学习”和“翻转教室” - 并称为“多组分混合学习模式”。混合学习将面对面和电子学习组件结合在一起与基于网络的基于网络的组件和技术实验视频的开发。集成在不同组件中的知识提供了一种自然环境，可以将不同的合成方法联系在一起，这有助于学生更好地了解复杂的知识并加强其技能。对于翻转的课堂，学生参加了有机综合的案例研究，并在口腔演示中分享了其他同学的研究。调查结果 - 在本研究中，与2011年传统教学方法相比，“多组分混合学习模式”的课程评估得分和学生的学术表现显着增加。发现学生参与和学习中的自我激励增强。原创/价值 - 学生的积极反馈和增强他们的学术表现支持这项研究的价值。此外，香港的大多数大学都暂停了所有面对面的课程，并在Covid-19爆发期间在线模式进行了所有教学。由于本课程的多组分混合学习模式已经进行了八个队列，作者相信这一功能可以最大限度地减少学生学习习惯的突然变化。由于学生学习和学习模式的社会因素和个人变化可能会影响学习成果，这些特殊时期中的这些互动多组分电子学习组件使学生在学习和消化知识时兴奋。

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