Case Study Using Online Homework in Undergraduate Organic Chemistry: Results and Student Attitudes

2012 ◽  
Vol 90 (1) ◽  
pp. 37-44 ◽  
Author(s):  
Laurie L. Parker ◽  
G. Marc Loudon
Keyword(s):  
Organic Chemistry ◽  
Student Attitudes ◽  
Online Homework

How to Design an Active E-Course?

2020 ◽  
pp. 197-224
Author(s):  
Lilia Cheniti Belcadhi ◽  
Sonia Ayachi Ghannouchi
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Student Attitudes ◽  
Online Courses ◽  
Teaching Method ◽  
Online Version ◽  
Web Based ◽  
Face To Face ◽  
Instructional Design Process

Active Learning improves student attitudes and develops thinking and writing skills. It is increasingly recommended as a teaching method to improve learning. In this paper the authors are interested in the transformation of a face-to-face active course into a web-based active course. An instructional design approach based on meta-models for transforming active-based courses into online courses is proposed. This approach provides a detailed description of meta-models and processes of instructional design for active e-courses as well as the main involved actors. In order to evaluate and validate the proposed meta-models a case study has been carried out. It concerned the transformation of an entrepreneurship active course into an online version and its deployment. The proposed instructional design process constitutes the kernel of an authoring tool for the design of an active e-course, which permits to support the instructional designer in the production of active e-courses.

Free radicals in the European periphery: ‘translating’ organic chemistry from Zurich to Barcelona in the early twentieth century

2004 ◽  
Vol 37 (2) ◽  
pp. 167-191 ◽  
Author(s):  
AGUSTÍ NIETO-GALAN
Keyword(s):  
Organic Chemistry ◽  
Historical Data ◽  
Local Environment ◽  
Federal Institute ◽  
Institute Of Technology ◽  
European Periphery ◽  
Free Radical Chemistry ◽  
The University ◽  
Scientific Standards

In 1915, after acquiring first-hand knowledge of the new free radical chemistry at the Swiss Federal Institute of Technology (ETH) in Zurich, Antonio García Banús (1888–1955) became professor of organic chemistry at the University of Barcelona and created his own research group, which was to last from 1915 until 1936. He was a gifted teacher and a prolific writer who attempted to introduce international scientific standards into his local environment. This paper analyses the bridges that Banús built between the experimental culture of organic chemistry at the ETH and the University of Barcelona. It presents a case study which aims to provide new historical data for the general analysis of groups who conducted their work in the European periphery.

scholarly journals Flipping an Introductory Biostatistics Course: A Case Study of Student Attitudes and Confidence

2016 ◽  
Vol 24 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Travis M. Loux ◽  
Sara Emily Varner ◽  
Matthew VanNatta
Keyword(s):  
Student Attitudes

The technology—science interaction: Walter Reppe and cyclooctatetraene chemistry

1992 ◽  
Vol 25 (1) ◽  
pp. 145-167 ◽  
Author(s):  
Anthony S. Travis ◽  
Willem J. Hornix ◽  
Robert Bud ◽  
Peter J. T. Morris
Keyword(s):  
Organic Chemistry ◽  
Clear Distinction ◽  
Academic Science ◽  
Industrial Technology ◽  
Transfer Of Knowledge ◽  
Synthetic Dye ◽  
Academic Chemistry ◽  
The Impact ◽  
Industrial Researcher

This is another paper about science and her powerful companion (technology), to use A. W. Hofmann's colourful phrase. Whereas most papers on the interaction of science and technology deal with the transfer of knowledge from academic science to industrial technology, this paper is about the contribution of an industrial researcher to academic chemistry. The boost Reppe's research gave to the study of aromaticity parallels the impact of the early synthetic dye chemistry on structural organic chemistry. This case study suggests that we cannot draw a clear distinction between ‘pure’ and ‘applied’ chemistry, in the laboratory at least.

scholarly journals Effect of smart classroom on learners’ performance in organic chemistry: A case study of senior five students in Kicukiro district- Rwanda

2021 ◽  
Vol 16 (2) ◽  
pp. 204-211
Author(s):  
Celestin Ngendabanga ◽  
Pascal Nsanzimana ◽  
Faustin Nduwayezu ◽  
Violette Umuhoza ◽  
Jean Baptiste Nkurunziza
Keyword(s):  
Organic Chemistry ◽  
Teaching And Learning ◽  
Linear Regression Analysis ◽  
Educational Stakeholders ◽  
Smart Classroom ◽  
Instructional Activities ◽  
Research Findings ◽  
Smart Classrooms ◽  
Positive Effect

The present study was conducted to explore the effect of smart classroom on learners’ performance in chemistry. This study was carried out on 71 senior five students selected randomly. After collecting data, t-test and linear regression analysis were used to analyze the data. Based on the research findings, it has been discovered that smart classroom motivated learners in teaching and learning organic chemistry. The results showed a significance difference between leaners taught through smart classroom and those not taught through smart classroom. These results also demonstrated that there is a positive effect of smart classroom on learners’ performance in chemistry. This indicated that an effort should be put in increasing adequate smart classrooms across the country to improve the teaching and learning process. Furthermore, other researchers should emphasize on the effect of smart classroom on other units in chemistry. In addition, educational stakeholders should emphasis on the use of smart classroom in instructional activities in education.

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