Students’ learning experience with a flipped introductory organic chemistry course: A course designed for non-chemistry majors

Abstract

The use of flipped classrooms has been gaining popularity across various disciplines in higher education as a student-centered active learning strategy. In this study, an introductory organic chemistry course for students whose major is not in Chemistry was taught using a flipped classroom design, incorporating blended learning to deliver content, and using group work in the classroom. The learning experiences of the students enrolled in the course are discussed. Most of the students adjusted to the strategy and reported a sense of autonomy over their learning. Students also reported believing that most of the flipped classroom design components were a good use of their time in learning organic chemistry.