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Research on the Teaching Reform of Inorganic Chemistry Based on SPOC and FCM during COVID-19

Author

Listed:
  • Zan Li

    (School of Food Engineering, Harbin University, Harbin 150086, China)

  • Wenrui Jiang

    (School of Mechatronics Engineering, Harbin Institute of Technology, Harbin 150001, China)

Abstract

The COVID-19 pandemic has created a fundamental shift in the Chinese education system, which has compelled teachers and students to accommodate the process of online learning in a short period of time. Accompanied by the advancement of information technology and the emergence of small private online courses (SPOCs), a variety of online programs containing a wealth of new materials and novel pedagogical approaches have emerged. However, there is a lack of awareness among researchers about the efficacy of utilizing shared SPOCs in teaching at conventional universities. Flipped classroom model (FCM) can make up for this defect. This study aims to investigate the effectiveness of flipped learning on the basis of SPOC and to suggest explicit criteria for its reuse in conventional college education. We carried out a quasi-experiment in a course on inorganic chemistry and examined findings with regard to the engagement and performance of the learners. We also conducted a post-task questionnaire and interviews to examine the experiences of the students so that those experiences could be incorporated into the design and study plan for flipped learning based on SPOCs. It was shown that the average performance of students in the flipped SPOC-based classroom was superior to that of students in the traditional classroom. Furthermore, the combination of quantitative and qualitative data showed that the majority of students experienced the flipped classroom favorably regarding student interaction, accessible learning resources, and proactive academic outcomes.

Suggested Citation

  • Zan Li & Wenrui Jiang, 2022. "Research on the Teaching Reform of Inorganic Chemistry Based on SPOC and FCM during COVID-19," Sustainability, MDPI, vol. 14(9), pages 1-14, May.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:9:p:5707-:d:811349
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    References listed on IDEAS

    as
    1. Sandi Findlay-Thompson & Peter Mombourquette, 2014. "Evaluation Of A Flipped Classroom In An Undergraduate Business Course," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 6(1), pages 63-71.
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