Using structure-based organic chemistry online tutorials with automated correction for student practice and review

Show simple item record O'Sullivan, Timothy P. Hargaden, Gráinne C. 2016-03-01T12:50:14Z 2016-03-01T12:50:14Z 2014-09-08
dc.identifier.citation O'SULLIVAN, T. P. & HARGADEN, G. C. 2014. Using Structure-Based Organic Chemistry Online Tutorials with Automated Correction for Student Practice and Review. Journal of Chemical Education, 91, 1851-1854. en
dc.identifier.volume 91 en
dc.identifier.issued 11 en
dc.identifier.startpage 1851 en
dc.identifier.endpage 1854 en
dc.identifier.issn 0021-9584
dc.identifier.doi 10.1021/ed500140n
dc.description.abstract This article describes the development and implementation of an open-access organic chemistry question bank for online tutorials and assessments at University College Cork and Dublin Institute of Technology. SOCOT (structure-based organic chemistry online tutorials) may be used to supplement traditional small-group tutorials, thereby allowing students to develop essential problem-solving skills in organic chemistry. This online approach may be used for both formative and summative assessment. Students complete one problem set weekly or fortnightly, which consists of a number of questions of varying difficulty. A wide range of question types is possible; for example, prediction of reaction products, identification of reaction intermediates or reagents, and retrosynthetic analyses. Questions involving stereochemistry may be also be incorporated. The implementation is described, along with several sample questions and advice for creating questions. This approach is suitable for all levels of undergraduates, from introductory nonmajors to final-year chemistry students. Student feedback was overwhelmingly positive, and in particular, students found SOCOT to be a quite useful tool for review purposes. Our approach uses MarvinSketch, which is free for academic purposes, and the SMILES algorithm, which converts chemical structures into a text string and is compatible with any learning management system. en
dc.description.sponsorship National Academy for Integration of Research, Teaching and Learning (NAIRTL); Dublin Institute of Technology (DIT Learning, Teaching and Technology Centre (LTTC)) en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher American Chemical Society en
dc.rights © 2014 American Chemical Society and Division of Chemical Education, Inc. This document is the Accepted Manuscript version of a Published Work that appeared in final form in the Journal of Chemical Education, copyright © American Chemical Society after peer review and technical editing by the publisher. To access the final edited and published work see en
dc.subject First-year undergraduate/general en
dc.subject Upper-division undergraduate en
dc.subject Organic chemistry en
dc.subject Internet-based Learning en
dc.subject Web-based Learning en
dc.subject Reactions en
dc.subject Synthesis en
dc.subject Mechanisms of reactions en
dc.title Using structure-based organic chemistry online tutorials with automated correction for student practice and review en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Tim O'Sullivan, School Of Pharmacy, University College Cork, Cork, Ireland. +353-21-490-3000 Email: en
dc.internal.availability Full text available en 2015-09-07T14:43:55Z
dc.description.version Accepted Version en
dc.internal.rssid 275946702
dc.description.status Peer reviewed en
dc.identifier.journaltitle Journal Of Chemical Education en
dc.internal.copyrightchecked Yes. !!CORA!! AV+12 month embargo+set statement. en
dc.internal.licenseacceptance Yes en
dc.internal.IRISemailaddress en

Files in this item

This item appears in the following Collection(s)

Show simple item record

This website uses cookies. By using this website, you consent to the use of cookies in accordance with the UCC Privacy and Cookies Statement. For more information about cookies and how you can disable them, visit our Privacy and Cookies statement