2019 Conference Archive (Archived)
3-in-1: Design and Gamified Delivery of an Online Pre-Med Organic Chemistry/Biochemistry Course
Session Format
Poster Session (90 minutes)
Target Audience
Post Secondary Education
Copyright
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Location
Poster Presentations (PARB 114/115)
Abstract for the conference program
STEM courses that must successfully train students to become fluent in a range of challenging foundational skills and knowledge must also maintain student engagement and challenge without frustrating students who begin their learning with a range of experience and aptitude. The presenter will describe the design of a unique, online undergraduate chemistry course combining the topics of biological relevance in three chemistry courses (organic chemistry I, organic chemistry II and biochemistry) into a single non-laboratory course for the Georgia Southern University medical laboratory science program. Essential information is conveyed using pencast audiovisual lectures that are fully controlled by students to adjust information flow and repetition. Flashcard applications are used by students to build fluency in foundational terminology and knowledge. Lastly, a gamified, interactive environment is used to incentivize students to master course content and collaboratively construct higher-level knowledge in cooperation and competition with their peers.
Proposal Track
T1: Teaching and Learning in the STEM Field
Start Date
3-21-2019 6:00 PM
End Date
3-21-2019 8:00 PM
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Carpenter, Suzanne, "3-in-1: Design and Gamified Delivery of an Online Pre-Med Organic Chemistry/Biochemistry Course" (2019). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 47.
https://digitalcommons.georgiasouthern.edu/stem/2019/2019/47
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3-in-1: Design and Gamified Delivery of an Online Pre-Med Organic Chemistry/Biochemistry Course
Poster Presentations (PARB 114/115)
STEM courses that must successfully train students to become fluent in a range of challenging foundational skills and knowledge must also maintain student engagement and challenge without frustrating students who begin their learning with a range of experience and aptitude. The presenter will describe the design of a unique, online undergraduate chemistry course combining the topics of biological relevance in three chemistry courses (organic chemistry I, organic chemistry II and biochemistry) into a single non-laboratory course for the Georgia Southern University medical laboratory science program. Essential information is conveyed using pencast audiovisual lectures that are fully controlled by students to adjust information flow and repetition. Flashcard applications are used by students to build fluency in foundational terminology and knowledge. Lastly, a gamified, interactive environment is used to incentivize students to master course content and collaboratively construct higher-level knowledge in cooperation and competition with their peers.
