Downloaded by 80.82.77.83 on December 28, 2017 | http://pubs.acs.org Publication Date (Web): August 16, 2016 | doi: 10.1021/bk-2016-1217.ix002
Subject Index A
G
Academic social networks (ASNs), creation, 109 big picture critical skills network, 121 critical skills network, small section, 122f General Chemistry eLearning System (GCeLS), 111 data organization, overview, 113f desired content knowledge centers, hierarchy, 117f difficulty and mastery, 116 objectives, GCeLS, 114 incentive, academic social network, 122 academic social network, various components, 124f ASN, components, 123 virtual classroom environment Chemistry Interactive Problem-Solving Sessions (ChIPS), 119 implementation, 118 virtual classroom environment, benefits, 121
Generalized organic chemistry course and student engagement, 33 curved-arrow formalism and reaction mechanisms, 31 localized molecular orbital theory framework, matrix, 32f polar organic reaction mechanisms, elementary steps, 33f organic chemistry MOOC, student population, 23 organic structure, building blocks, 28 general building blocks, 30f principles and organization, 25 shifting organic chemistry pedagogy, 21
C Chemistry education research, 1 College-level general chemistry, MOOC development goals, 40 Kentucky, education, 38 Kentucky Educational Professional Standards Board High Quality Teacher Report, 39 learning platform, 38 our experiences, 38 outcomes, 42 general chemistry, college level preparedness, 43 student resources, 40 course topics, 41t final exam, 42 practice problems, 42 quizzes, 42 student notes, 41 video lectures, 41 worked problem videos, 41
H Harvard’s science and cooking course, online and on-campus versions results and discussion first implementation, weekly structure, 99f flour, oven temperature, 95f geographically diverse setting, 96 on-campus students, empirical data, 100 on-campus version, brief account, 90 online class, first offering, 91 online class, overall structure, 92 online class, second offering, 104 online format, four advantages, 93 online materials, second implementation, 101 online materials in the on-campus class, first implementation, 97 online materials in the on-campus class, implementation challenges, 97 second implementation, weekly structure, 102f semester showing science topics, structure, 91f student enrollment in two online offerings, comparison, 105f use of supplementary materials, self-reported frequency, 103f Hybrid courses, 45 hybrid courses, case, 58
133 Sörensen; Online Course Development and the Effect on the On-Campus Classroom ACS Symposium Series; American Chemical Society: Washington, DC, 2016.
Downloaded by 80.82.77.83 on December 28, 2017 | http://pubs.acs.org Publication Date (Web): August 16, 2016 | doi: 10.1021/bk-2016-1217.ix002
learning, two-step process, 47 memory, kinds, 48 review, 57 step 1 learning, strategies inside the classroom, lecture, 51 inside the classroom, textbook, 50 outside the classroom, textbook, 49 step 2 learning, strategies, 52 calibration, 56 delayed retrieval, 53 elaboration, 54 generation, 55 interleaving, 54 reflection, 55
I Introductory chemistry, implementation of online lecture videos, 63 limitations, 67 methods course and videos, description, 65 experimental protocol, 66 sample, description, 66 results and discussion course evaluation, qualitative comparison, 69 course evaluation items, quantitative comparison, 67 final exam scores, comparison, 68t
M Medicinal chemistry MOOC, creation results and discussion continent, enrollment, 79t course production, 77 daily student time-on-task, 80f high enrollment nations, 79t March 2014 MOOC launch, 78 October 2014 MOOC launch, 84 medicinal chemistry MOOC chapters, 77t
MOOC, initial design, 76 MOOCs, poor student engagement, 81 October 2014 MOOC, daily student time-on-task, 85f residential course, MOOC, 82 residential medicinal chemistry course, 83 second iteration, preparation, 82 students viewing content, 79f third iteration, preparation, 86
T Teaching scholarship, online courses, 7 back-flipping the classroom, MOOC effect, 15 CDS approach, response of students, 14 concept development studies in chemistry, student responses, 15f students selecting statements, percentage, 15f CDS approach, response of teachers, 16 90 teachers, response, 17f teacher responses, 17f chemistry, constructivism, 11 chemistry, concept development studies, 12 concept development study, structure and development, 13f inductive and deductive reasoning, scientific process, 12f MOOC, response of students, 18 students in MOOC, participation, 18t professional activity, publishing teaching, 11 publishing, professional activity foundation for others, 10 institutional prestige, 10 peers, critical evaluation, 9 personal prestige and professional advancement, 10 state of knowledge, share advances, 9
134 Sörensen; Online Course Development and the Effect on the On-Campus Classroom ACS Symposium Series; American Chemical Society: Washington, DC, 2016.
