Abstract
In the post-Covid era, second year chemistry lectures are fully flipped with all content being online. All the live lecture sessions are used for group work and are fully interactive. Students have agency in the lectures by directing what is taught in these student-led sessions. Students find the sessions very engaging and respond positively. In particular they value the agency they are given. In a second study that took place pre-Covid, workshops are changed from 1-hour to 2-hour sessions but with half the number and a much simplified timetable for students. Group work and peer-assessment with marking criteria help make the sessions engaging for students and more useful. The increased level of attendance from less than 20% to more than 70% (in the best case) is evidence of increased value to the students and success of the new format.
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