Adapting Teaching and Learning: The Role Adaptive Tutorials Played in Supporting a Flipped-Style Chemistry Course

ID: 55116 Type: Brief Paper
  1. Heather Weltman, Luke Hunter, and Steven Yannoulatos, UNSW, Australia
  2. Samantha Furfari, Oxford, United Kingdom
  3. Nadine Marcus, UNSW, Australia

Thursday, July 11 12:25-12:45 PM Location: Room 117 View on map

No presider for this session.

Abstract: Students in higher education often come from diverse academic, social and cultural backgrounds, with varying commitments and competing time demands. This disparity in students’ levels of ability and prior knowledge can be exacerbated if students neglect to adequately prepare prior to attending their classes. It can result in educators needing to teach assumed knowledge within allocated class time, thus limiting available time for coursework. The aim of this study was to assess whether the integration of adaptive tutorials into a flipped-style learning environment could alleviate this situation. A comparison of data comprising chemistry students who utilized adaptive tutorials verse those who did not, confirmed that the inclusion of adaptive tutorials led to improved students’ subject confidence, knowledge and examination performance.

Topic

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