DESIGN AND STUDENT PERFORMANCE ANALYSIS FROM A BLENDED/FLIPPED CLASSROOM INTRODUCTORY CHEMISTRY COURSE

Introductory chemistry CHE 100 course has been in high demand as it serves as a laboratory science elective for non-science majors as well as a required course for health science majors. To satisfy the high demand for our CHE 100 class, offerings via blended format was introduced in Spring Semester of 2017 to attract students who need more learning time outside the classroom and time constraints in their work schedule/long travel to campus. This format also works better in Spring/winter semesters when there are unanticipated school closings due to inclement weather. The CHE100 as a hybrid course design involves the lecture component that is being delivered fully online with an added one-hour recitation face to face every week which is allocated for problem solving and concept instructional time. Every recitation class is followed by face to face hands-on labs that are conceptually tied to the lecture material. Online lecture slides with concept video lecture links and blackboard collaborations, provide flexible learning time to the students, to practice problems on their own. Furthermore, this course strengthens students' team communications and collaborations via discussion boards and helping each other via cyberspace. In our presentation we will be comparing the student performance, attitudes and accomplishing the course learning outcomes with a traditional format CHE 100 class which has both lectures and laboratories taught Face to Face. Assessments involve administering identical in class tests and cumulative finals exam, online homework, and lab grades. Preliminary results assessed in class exams analysis suggest that the use of hybrid methods of course delivery -- incorporating elements of both the traditional classroom style recitations and web-based instruction may provide an optimal blend for student learning and show better student performance. This suggests that students enrolled in hybrid courses perceived the combination of flipped classroom and Internet course delivery modes to be superior to classroom-alone modes. Student demographics (age and prior educational degree) was also correlated to student success. Detailed results of student outcomes, course evaluations are performed via a newly designed online survey Student Assessment of their Learning Gains (SALG) assessment will be presented.