Concordia College
Moorhead, MN
Getting active learning into the
general chemistry classroom
Darin J. Ulness
Department of Chemistry
Students watch a video of the
lecture for the day before
coming to class.
During class the students
typically work in groups on
problem solving.
The instructor circulates
through the classroom to
engage and assist the groups.
Lage, Platt and Treglia, J. Economics Educ.
32, 30 (2000).
To get passive learning out of the classroom
To engage a greater range of students
To enhance one-on-one interaction with
instructor
Students purchase the course notes at the beginning of the
semester.
Each class period a set of videos is assigned. The videos are
segments typically 5-15 min long.
A short quiz over the content of the videos is administered during
the first 5 min of class.
A typical class period then proceeds with brief remarks followed
by group work. The instructor and two TAs help the groups.
A large number and wide range of problems are given out as
group work.
Homework is assigned over the topic of the day.
 The
lecture capture process
• Tools we used
• Smart board
• Video
• Challenges:
 Recording process
 Video storage and streaming
 Access to expertise
 File naming
 Contingency planning
• Considerations and
Project Requirements

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Simple
Accessible
Scalable
Flexible
Co-branding
Positive perception
Video
Smart board
I watch the video lectures before class
60
50
40
Mid
30
Final
20
10
0
always
most of the time
occasionally
never
I rewatch the video lectures while studying
60
50
40
Mid
30
Final
20
10
0
always
most of the time
occasionally
never
I find the videos helpful
100
90
80
70
60
50
Mid
40
Final
30
20
10
0
yes
no
How often do you watch the video examples
50
45
40
35
30
25
Mid
20
Final
15
10
5
0
watched all
watched
most
watched
some
watched
very few
watched
none
I work hard on the in-class worksheets
50
45
40
35
30
25
Mid
20
Final
15
10
5
0
always
most of the
time
occasionally
never
I can find problems on the in-class worksheets
that are just at the level I need
60
50
40
Mid
30
Final
20
10
0
always
most of the time
occasionally
never
Comparison: videos
50
Comparison: group work
80
45
70
40
60
35
50
30
25
40
20
Mid
Final
30
15
20
10
10
5
0
0
about the same
more effective for more effective for
computation
conceptual
about the same more effective for more effective for
computation
conceptual
Dr. Ulness' level of interaction with my small
group during group work
90
80
70
60
50
Mid
40
Final
30
20
10
0
is about right
should be less
should be more
Overall, for me, this method of administering
general chemistry is
70
60
50
40
Mid
30
Final
20
10
0
very effective
somewhat
effective
not very
effective
not effective at
all
2010 and 2006 are comparable.
Same initial running order.
Kotz and Treichel 6th versus 7th
First two exams are identical
On both exams 2010 scored 2% higher.
No significant statistical difference
Largely positive verbal feedback
Students seemed comfortable and happy
Perception of more work required
Too much of a good thing, find balance
More challenging examples
Accentuate the positive
IT help
Patti Heisler
Andrew Goodwin
Wade Iverson
Mike Knoodle
Ron Balko
Student TAs
Torey Prahl
John Head
Julia Liebl