Blended learning in general chemistry, part I: Redesigning a course based on pedagogical literature

CHED 389

Ike Shibley, ias1@psu.edu, Penn State Berks College, Tulpehocken Road, Reading, PA 19610 and Katie E. Amaral, kea12@psu.edu, Division of Science, Penn State Berks, Reading, PA 19610-6009.
General Chemistry at the Berks College has one of the highest failure percentages of any course taught at the college. A substantial redesign of the course was initiated in an attempt to enhance student learning in the course. A blended approach was used by utilizing the University-wide classroom management platform called ANGEL. The course was designed to make students responsible for initial contact with the information via pre-class assignments and pre-class Powerpoint presentations. Students were required to spend more time on task outside of the classroom by instituting weekly quizzes that required approximately forty-five minutes to complete. Because students were expected to learn more lower-order content outside of class, the classroom time was used for collaborative work rather than lecture.