TY  - JOUR
A1  - Hermanns, Jolanda
A1  - Schmidt, Bernd
T1  - Developing and Applying Stepped Supporting Tools in Organic Chemistry To Promote Students’ Self-Regulated Learning
JF  - Journal of chemical education
N2  - Stepped supporting tools were developed and used in the university seminar Organic Chemistry taken by nonmajor chemistry students, which supported self-regulated learning. These supporting tools were also used for accompanying homework, which included a QR code that led to additional supporting tools. The application of stepped supporting tools in the seminars was evaluated by a four-item Likert scale. The students assessed the tools as a helpful instrument for solving tasks in chemistry.
KW  - High School/Introductory Chemistry
KW  - Organic Chemistry
Y1  - 2018
U6  - https://doi.org/10.1021/acs.jchemed.8b00565
SN  - 0021-9584
SN  - 1938-1328
VL  - 96
IS  - 1
SP  - 47
EP  - 52
PB  - American Chemical Society
CY  - Washington
ER  - 
TY  - JOUR
A1  - Lohwaßer, Roswitha
A1  - Musil, Andreas
A1  - van Kempen, Britta
A1  - Schubarth, Wilfried
A1  - Wendland, Mirko
A1  - Burchard, Daniel
A1  - Reimann, Margit
A1  - Pohlmann, Markus
A1  - Mauermeister, Sylvi
A1  - Fenn, Monika
A1  - Schmidt, Bernd
A1  - Lukowski, Sarah
A1  - Borowski, Andreas
T1  - Kentron : Journal zur Lehrerbildung = UPgrade Lehrerbildung
T3  - Kentron : Journal zur Lehrerbildung - 33 
Y1  - 2019
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-590400
SN  - 1867-4720
SN  - 1867-4747
IS  - 33
PB  - Universität Potsdam, Zentrum für Lehrerbildung
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Hermanns, Jolanda
A1  - Schmidt, Bernd
A1  - Glowinski, Ingrid
A1  - Keller, David
T1  - Online teaching in the course "organic chemistry" for nonmajor chemistry students
BT  - from necessity to opportunity
JF  - Journal of chemical education
N2  - In this communication the development of an online course on the topic organic chemistry for nonmajor chemistry students is described and discussed. For this online course, the existing classroom course was further developed. New elements such as podcasts, task navigators, and a forum for discussing the solving of tasks or problems with the content were added. This new online course was evaluated. Therefore, a questionnaire was developed. This consists of questions with regard to the longtime learning behavior of the students and to the online learning. The results of this evaluation show that a preference for online learning and a preference for classroom teaching can be measured separately in two scales. Students values on the scale representing a preference for online learning correlate positively and significantly with confidence in the choice of the study subject, enthusiasm about the subject, and the ability to organize their learning, learning environment, and time management. They correlate also with the satisfaction concerning the materials provided. Students values for one of those teaching methods also correlate with their rating with regard to their exam preparation. Values representing a preference for online teaching correlate positively with students better feeling of exam preparation. Values representing a preference for classroom teaching show negative correlations with the values representing students similar or even better preparation for the exams as a result of online teaching. It is therefore not surprising that the ratings for the two scales correlate with the wish for a combination of online teaching and classroom teaching in the future. As a solution, a new course concept for the time after the corona virus crisis that suits all students is outlined in the outlook.
KW  - first-year undergraduate/general
KW  - organic chenlistry
KW  - computer-based
KW  - learning
KW  - distance learning/self instruction
Y1  - 2020
U6  - https://doi.org/10.1021/acs.jchemed.0c00658
SN  - 0021-9584
SN  - 1938-1328
VL  - 97
IS  - 9
SP  - 3140
EP  - 3146
PB  - American Chemical Society
CY  - Washington
ER  -