Training Students To Use 3-D Model Sets via Peer-Generated Videos Facilitates Learning of Difficult Concepts in an Introductory Organic Chemistry Course

Abstract

It is generally accepted that the use of 3-D model sets (ball-and-stick models) can be beneficial for students learning organic chemistry. However, with the amount of content that needs to be covered, there is not much time to learn how to use the model sets during class time. This report describes the use of student-generated videos designed to show how to use the model sets as an adjuvant to the learning process in a one-semester introductory organic chemistry course. The videos were made available to the students taking the course on an on-demand basis, and the learning outcomes of the class were compared to data from a previous semester in which the videos were not available, but where the instructor had used class time to train the students in the use of the model sets. Results show that the videos were widely used by students taking the class, and that learning outcomes were comparable between the classes with video training and with in-class training; in fact, no significant difference was found between the final exam grade and final overall adjusted grade means for the two classes. The grade distributions between the two semesters showed no statistical difference, and a negligible difference was found between the two approaches to model training when viewing results for specific stereochemistry-related questions on the final exam.