Enhanced teaching and learning outcomes from restructuring a basic organic chemistry course

Abstract

The first course in organic chemistry is tough for many students, and motivation may be an additional serious problem if you are taking the course as a part of your study program but do not intend to become a chemist. The combination of long, speedy traditional lectures, complicated material and the use of an important new language (electron flow arrows) does not contribute to easing the cognitive load and may often lead to students giving up very early on. How can we enhance learning outcomes for all students and improve on our teaching practices without compromising the course quality? The basic organic chemistry curriculum and teaching activities at our university have been restructured to allow the students to practice and learn the mechanistic language before chemical reactions. Traditional lectures have been replaced with a cooperative learning-intensive flipped-classroom model. The initial experiences are beyond expectations, and we report a considerable drop in exam failure rate and overall improved satisfaction with the course, both by students and teachers alike.