Jiménez Dalmaroni, AC; Holt, K; Potts, S; Sheppard, T; (2020) Transforming Student and Staff Experiences with Active Learning Tutorials in Advanced Chemistry Courses. Presented at: Virtual ViCEPHEC 2020, Online conference.

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Abstract

In order to increase student engagement and provide more opportunities for students to develop their creativity in the context of three large advanced chemistry courses, we have introduced active learning designs in the courses’ tutorial sessions. The tutorial designs focused on collaborative learning, student-generated content and real-world industrial situations. The tutorial activities, carefully scaffolded, focussed on students generating their own problems from scratch, dealing with situations that mimic what might happen on an industrial design team, and writing a short question following the typical format of a final exam question. The tutorial sessions lasted one hour each, and were delivered during the time lapse of three weeks. Most of the students had none or very limited previous experience with active learning instruction. Despite this, students adapted immediately to the active learning format, displaying good collaborative learning skills and a higher level of engagement and attendance to the sessions with respect to traditional taught tutorials. In the post instruction surveys, students reported an increased positive experience, recognising that the sessions allowed them to apply their knowledge to new situations, and stimulated them to learn more on the topics while practising transferable skills in peer discussions. Lecturers who delivered the sessions with active learning for the first time, reported a positive transformation on their own teaching experience. This article discusses the details of the active learning design, the student perceptions and staff teaching experience, highlighting how active learning can be a positive transformative experience not only for the students but also for the academic staff.

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