Implementation and evaluation of flipped learning for delivery of analytical chemistry topics

Implementation and evaluation of flipped learning for delivery of analytical chemistry topics Analytical and Bioanalytical Chemistry (2018) 410:2263–2269 https://doi.org/10.1007/s00216-018-0892-2 ABCS OF EDUCATION AND PROFESSIONAL DEVELOPMENT IN ANALYTICAL SCIENCE Implementation and evaluation of flipped learning for delivery of analytical chemistry topics 1 1 Fiona Ponikwer & Bhavik Anil Patel Published online: 12 February 2018 Springer-Verlag GmbH Germany, part of Springer Nature 2018 Introduction There are, however, few studies on the implementation of flipped learning in analytical chemistry, which lends Traditional teaching methods are common in delivery of sci- itself to this format of learning because of the problem- ence, technology, engineering, and mathematics (STEM) sub- solving nature of the discipline [17–19]. One such study jects, where little active student participation is observed [1]. used Prezi-based presentations plus guided study to pro- Active participation, such as answering questions or problem vide greater scope for focusing on complex problems with- solving, often leads to more effective learning when compared in the classroom [18], concentrating predominately on the with instructor-led lectures [2]. Moreover, a lack of active presentation platform students used, but producing limited participation in the classroom regularly leads to a reduction insight into the effectiveness of the complete flipped mod- in attendance and decreased engagement with the subject el. Another study compared flipped http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Analytical and Bioanalytical Chemistry Springer Journals

Implementation and evaluation of flipped learning for delivery of analytical chemistry topics

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Publisher
Springer Berlin Heidelberg
Copyright
Copyright © 2018 by Springer-Verlag GmbH Germany, part of Springer Nature
Subject
Chemistry; Analytical Chemistry; Biochemistry, general; Laboratory Medicine; Characterization and Evaluation of Materials; Food Science; Monitoring/Environmental Analysis
ISSN
1618-2642
eISSN
1618-2650
D.O.I.
10.1007/s00216-018-0892-2
Publisher site
See Article on Publisher Site

Abstract

Analytical and Bioanalytical Chemistry (2018) 410:2263–2269 https://doi.org/10.1007/s00216-018-0892-2 ABCS OF EDUCATION AND PROFESSIONAL DEVELOPMENT IN ANALYTICAL SCIENCE Implementation and evaluation of flipped learning for delivery of analytical chemistry topics 1 1 Fiona Ponikwer & Bhavik Anil Patel Published online: 12 February 2018 Springer-Verlag GmbH Germany, part of Springer Nature 2018 Introduction There are, however, few studies on the implementation of flipped learning in analytical chemistry, which lends Traditional teaching methods are common in delivery of sci- itself to this format of learning because of the problem- ence, technology, engineering, and mathematics (STEM) sub- solving nature of the discipline [17–19]. One such study jects, where little active student participation is observed [1]. used Prezi-based presentations plus guided study to pro- Active participation, such as answering questions or problem vide greater scope for focusing on complex problems with- solving, often leads to more effective learning when compared in the classroom [18], concentrating predominately on the with instructor-led lectures [2]. Moreover, a lack of active presentation platform students used, but producing limited participation in the classroom regularly leads to a reduction insight into the effectiveness of the complete flipped mod- in attendance and decreased engagement with the subject el. Another study compared flipped

Journal

Analytical and Bioanalytical ChemistrySpringer Journals

Published: Feb 12, 2018

References

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