Developing Communication Confidence and Professional Identity in Chemistry through International Online Collaborative Learning

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: [email protected]; Web site: http://www.rsc.org/cerp

Y

16

Foreign Countries; Organic Chemistry; Science Instruction; Intervention; Cooperative Learning; Homework; Video Technology; Educational Technology; Technology Uses in Education; Communication Skills; Mixed Methods Research; Reflection; Questionnaires; Program Evaluation; College Science; College Students; International Programs; Semi Structured Interviews; Student Attitudes; Barriers; Blended Learning

Canada; United States

10.1039/c7rp00220c

1756-1108

The use of online collaborative assignments (OCAs) between two flipped organic chemistry classrooms, one in Canada and the other in the United States, was examined for impact on learners. The intervention was designed to support content mastery, aid in increasing students' communication skills through chemistry drawing and verbalization, facilitate emergence of professional identity, and promote development of appreciation for chemistry as an international language. A mixed-methods approach consisting of interviews, student written reflections, and questionnaires was used to evaluate the impact of the OCAs. Students described their experience of the OCAs in terms of: chemistry communication confidence; engaged learning; chemistry learning; relationships; and professional identity.

As Provided

85

2018

EJ1175331