Enhancing Learning Experience of General Chemistry Using Pre-designed Podcasts and Flipped Classroom Methodology

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Yaser E Greish Maryam Al Nehayan Emad Hendawy

Abstract

Introductory courses such as General Chemistry I, General Physics I and General Biology need special attention as students taking these courses are usually in their first year of the university. In addition to the language barrier for most of them, they also face other difficulties if these elementary courses are taught in the traditional way. Changing the routine method of teaching of these courses is therefore mandated. In this regard, podcasting of chemistry lectures was used as an add-on to the traditional and non-traditional methods of teaching chemistry to science and non-science students. Podcasts refer to video files that are distributed in a digital format through the Internet using personal computers or mobile devices. The pedagogical strategy is another way of identifying podcasts. Three distinct teaching approaches are evident in the current literature and include receptive viewing, problem-solving, and created video podcasts. Originally, podcasting was the name given to audio files played on Apple’s iPod portable media player. The digital format and dispensing of video podcasts have stabilized over the past eight years, the type of podcasts vary considerably according to their purpose, the degree of segmentation, pedagogical strategy, and academic focus. In this regard, the whole syllabus of “General Chemistry I†course was developed as podcasts, which were delivered to students throughout the semester. Students used the podcasted files extensively during their studies, especially as part of their preparations for exams. Feedback of students strongly supported the idea of using podcasting as it reflected its effect on the overall understanding of the subject and a consequent improvement of their grades.

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Greish, Y., Al Nehayan, M., & Hendawy, E. (2017). Enhancing Learning Experience of General Chemistry Using Pre-designed Podcasts and Flipped Classroom Methodology. International Journal for Innovation Education and Research, 5(7), 40-48. Retrieved from http://ijier.net/ijier/article/view/757
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