Enhancing Student Engagement and Outcomes by Utilizing Lightboard Videos to Facilitate a Flipped Classroom in General Chemistry
-
Anthony J. Rojas [1]
-
[1] Georgia Institute of Technology
Georgia Institute of Technology
Estados Unidos
-
- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 100, Nº 11, 2023, págs. 4378-4386
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
-
Resumen
This study investigates the utilization of a lightboard in flipped classrooms for General Chemistry and examines its impact on the measurable student outcomes. The flipped classroom model has garnered attention as a potentially transformative approach to teaching and learning, particularly in science and math courses. A lightboard video can provide a dynamic and visually appealing medium for presenting complex chemistry concepts that allows instructors to write and draw directly on a transparent surface while facing the camera, maintaining eye contact with students and fostering a more engaging learning experience than traditional textbooks might provide. By allowing students to review the content at their own pace and convenience, the visual nature of the lightboard videos helps students visualize abstract concepts such as chemical reactions and molecular structures. Enhancements in student outcomes were likewise observed across diverse demographic attributes, encompassing gender and race/ethnicity. Overall, it has been shown that using a lightboard to facilitate flipped classrooms improves student engagement, comprehension, and performance in General Chemistry courses, surpassing that in courses without one.
