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Characterization of First-Semester Organic Chemistry Peer-Led Team Learning and Cyber Peer-Led Team Learning Students’ Use and Explanation of Electron-Pushing Formalism

Cite this: J. Chem. Educ. 2019, 96, 1, 25–34
Publication Date (Web):November 6, 2018
https://doi.org/10.1021/acs.jchemed.8b00387
Copyright © 2018 American Chemical Society and Division of Chemical Education, Inc.

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    Abstract

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    The purpose of this parallel convergent mixed methods study was to characterize organic chemistry students’ expression of electron-pushing formalism skills who had participated in peer-led team learning (PLTL) and cyber peer-led team learning (cPLTL), a synchronous online version of peer-led team learning (PLTL) workshops. A new electron-pushing formalism analytic framework was developed from a review of the literature in addition to analysis of students’ interview artifacts, using a constant-comparison process. Utilization of this new electron-pushing formalism analytic framework for coding student interview artifacts revealed that cPLTL students were significantly less likely to successfully draw the product suggested by the curved arrows than their PLTL classmates. Implications for instructors are suggested, including encouraging students to verbally explain their rationale while drawing mechanisms as well as optimizing graphical collaborative learning activities for online learners.

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    Cited By

    This article is cited by 14 publications.

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