Improved Engagement of Undergraduate Students in a Third Year Chemistry Lecture

DOI

10.2991/assehr.k.210930.031How to use a DOI?

Keywords

Lecture, Student Engagement, Chemistry

Abstract

Student engagement in traditional chemistry lectures has been challenging. In this study, student engagement in and outside of the classroom was enhanced by student pre-class preparation and interactive lectures including group and class discussions, quizzes, short videos and problem-solving activities. The participation and perception findings obtained from this intervention confirm that students can be engaged during the undergraduate chemistry lectures. Students also reported to prefer and enjoy this form of active learning instead of the traditional lecture format. The majority of students reported they used a deep approach for their learning, understood the lecture content more and felt better prepared for their examination. Interestingly, students, even though feeling intellectually challenged, were asking for more reading materials, quizzes, discussions and problem-solving tasks.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Pavla Simerska
PY  - 2021
DA  - 2021/10/01
TI  - Improved Engagement of Undergraduate Students in a Third Year Chemistry Lecture
BT  - Proceedings of the International Conference on Medical Education (ICME 2021)
PB  - Atlantis Press
SP  - 161
EP  - 171
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210930.031
DO  - 10.2991/assehr.k.210930.031
ID  - Simerska2021
ER  -