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ERIC Number: EJ888320
Record Type: Journal
Publication Date: 2008
Pages: 8
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-1756-1108
Improving Student Achievement and Satisfaction by Adopting a Blended Learning Approach to Inorganic Chemistry
Williams, Neil A.; Bland, Will; Christie, Gillian
Chemistry Education Research and Practice, v9 n1 p43-50 2008
A blended learning approach to the teaching of a level 2 inorganic chemistry module is presented. Lectures were replaced by study packs, which were supported by formative on-line assessment delivered via Blackboard and a programme of 20 workshops. Learning activities written using the Lockwood format were included in the study pack to facilitate active learning. The formative on-line assessments were designed to provide rapid and helpful feedback to the students in advance of the workshops. The tracking and gradebook facilities in Blackboard allowed staff to monitor student activity and progress. Attendance at the workshops was encouraged by including end-of workshop summative assessments. An analysis of module results revealed an improvement in performance compared to previous years and other core chemistry modules, after introducing blended learning to the level 2 inorganic chemistry module in 2004/5. The improvement was maintained in 2005/6. Module questionnaires revealed a significant improvement in student satisfaction with subject content, delivery and performance feedback on adopting a blended learning approach. (Contains 3 tables and 10 figures.)
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A