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Decades of rapid development in information and communication technologies (ICTs) have resulted in tremendous global evolution in computer and online instruction. Many developing countries, however, are still struggling to successfully integrate ICTs into their teaching and learning practices, subsequently leading to slower rates of adapting digital learning pedagogies. To understand how blended instruction might operate in higher education in a developing country, this study explored students' perspectives on the implementation of blended learning in a first-year chemistry program delivered in the Philippines. Through the resource-based learning framework, multiple types of online learning resources were employed for blended delivery of topics on periodic trends, chemical bonding, Lewis structures, molecular shape, and polarity through the learning management system, Moodle. To understand students' experiences, a mixed methods approach was employed through a survey, focus groups, and learning analytics. Despite the scarcity of technological resources (such as access to a reliable internet connection), 57.5% of 447 student respondents favoured blended learning because of the flexibility, wider access to various types of interactive learning resources, variety of learning activities, and perceived increase in learning productivity. While most respondents (75.7%) had ICT skills sufficient for education, significantly fewer had access to computers (19.7%). 40.0% of students self-reported that they preferred a traditional mode of instruction primarily due to the perceived difficulty of chemistry as subject matter and the perceived need for face-to-face discussions, including concept explanation and Q & A opportunities.

Recent developments in digital technologies, including learning analytics are changing educational practices due to the wealth of information available and its utility to inform academic interventions for students. This study investigates the impact of personalised feedback emails on students' academic performance and student success in large first-year undergraduate chemistry courses. Learning analytics was used to inform and generate feedback emails to students at various timepoints during the semester. The feedback emails to students included an evaluation of their current performance, and advice of support systems and resources to support their learning. We analysed the marks of 6334 students at three timepoints during the semester in addition to their final course grade, and compared academic performance across three years of course offerings (2019-2021). We compared students that did not receive feedback (2019 control groups, n = 2391) with students that did receive feedback (2020-2021 experimental groups, n = 3943). Our findings suggest that students receiving personalised emails during the semester were more likely to pass their first-year chemistry course. Furthermore, our data showed that sending personalised feedback emails fostered higher student success among a greater number of students within the cohort, as well as students' appraisal of the personalised feedback.

Rapid advancements in information and communication technologies (ICTs) have afforded numerous variations to traditional chemistry curricula where pedagogical strategies that have been employed have assumed "one-size-fits-all". The translation of print-based instructional resources into multimodal online and digital forms enables greater accessibility, flexibility, and usability to support students in their understanding of complex chemistry concepts. To ideally offer an online learning environment that is accessible by all students to the greatest extent possible, this study employed the principles of the Universal Design for Learning (UDL) framework to analyse the design of online instructional resources for topics in first-year chemistry courses. Through application of UDL principles, students were provided with multiple means of representation of concepts, options for action and expression, and various avenues for engagement within the learning management system (LMS). This paper describes how the UDL framework was used to evaluate three separate independent Cases of tertiary first-year chemistry courses, including one university in the Philippines and two universities in Australia. Evaluation through surveys, focus groups, and individual interviews revealed students' perceptions of the usefulness of the UDL-based features. Students cited benefit from multiple forms of content delivery, animations, interactive simulations, and video recordings because they facilitated processing of information, provided alternative ways of presenting the information, allowed for varying methods for response, navigation, and flexibility, and allowed for self-evaluation of their progress. These results suggest that applying the principles of the UDL framework in instructional design of an online environment in first-year chemistry courses can support and further enhance students' learning irrespective of their individual contexts.

Student preparedness is an essential component of transition to university influenced by a broad suite of attributes including academic aptitude, prior knowledge, self-efficacy, self-confidence and a complex assortment of study and life skills. In the case of chemistry education, students' self-perceptions of preparedness are intrinsically linked to prior learning of both theory and hands on laboratory experiences, and interwoven with intricacies such as science identity, gender, and secondary school background. Accordingly, this study sought to establish a deeper understanding of learners' and educators' perceptions of student preparedness upon commencing tertiary studies in chemistry. The research used a mixed methods approach including questionnaires, focus groups, and interviews to capture the breadth and depth of these perceptions. 924 students from the first year chemistry cohort completed either one or two surveys designed to capture their prospective and retrospective self-perceptions of how well prepared they were for the course. Nine of these students also participated in focus groups. Secondary educators' views were captured "via" a qualitative online survey to conveniently enable a broad cohort to be sampled, while tertiary educators from the institution where this study was conducted were interviewed in person. Key findings from students include: a strong correlation between self-perception of preparedness and academic performance, those with negative perceptions of preparedness are genuinely an at-risk category, an overall positive shift for perceptions of preparedness for students as they get to the end of the semester (which is more pronounced for students who attended private secondary schools), and a significant disparity between genders at the start of the semester that was no longer present by the end. Additional key findings include the disparity between secondary and tertiary educators' perspectives of how well prepared students are for the transition to tertiary level chemistry studies. While the former have a favourable view, the latter consider many students to be quite poorly prepared, with each cohort ultimately focusing on different attributes. We suggest the implications for these findings include the importance of emphasising expectations of students as they commence their courses, and that work still needs to be done to align the perspectives of educators at all levels when it comes to preparing and supporting students as they transition to higher education.

Background: Effective teaching of university chemistry in an online environment not only requires teachers to have specific discipline content knowledge; it also requires them to have knowledge and skills in technology-enhanced teaching practices. When transitioning from traditional face-to-face teaching into online contexts, teachers must learn new strategies and methods, along with a shift in their beliefs. Whilst online learning of chemistry is commonplace in many higher education institutions globally, the integration of computer and digital technologies in teaching chemistry in developing countries had been limited prior to the 2020 pandemic. Purpose: In this study, the experiences, perceptions, and teaching strategies of university chemistry teachers in the Philippines have been explored during the transition of their instruction to emergency remote teaching at two timepoints during the COVID-19 pandemic. Sample: Data were collected in the form of survey responses from 139 participants representing 35 universities and colleges across the nation. Results: No strong relationships were found between participants' experiences and their academic rank, length of service, or institution type, suggesting university chemistry teachers took similar approaches to quickly adopt and adapt available technologies to deliver the required curriculum. Since the Philippines continues to struggle to establish a robust infrastructure to promote online and technology-enhanced learning, participants had to devise pedagogies and practices that would allow accessible learning experiences for their students by curating online tools that would require minimal bandwidth and low internet data consumption. Using abductive methodology, the Community of Inquiry (CoI) framework was employed as a guide in interpreting university chemistry teachers' experiences and perceptions about their implementation of emergency remote teaching using online technologies. Whilst participants had limited prior experiences in employing online learning pedagogies, key elements of the CoI framework became apparent through the new technologies and practices implemented by university chemistry teachers which fostered teaching presence, cognitive presence, and social presence. [ABSTRACT FROM AUTHOR]

In 2020, the rapid onset of a pandemic related to the disease known as COVID-19 resulted in a widespread lockdown of societies across the globe. Universities rapidly closed campuses, forcing the transition to emergency remote teaching within just a few weeks. The distinct difference between Australian universities and those in the Northern Hemisphere was that this coincided with the very beginning of the academic year. Accordingly, students starting their undergraduate degree were faced with the prospect of commencing their university experience fully online. A number of important insights emerged from this unprecedented situation relating to how students make the transition to university, including navigating and understanding how learning is structured, the importance of student-student interactions, and the role that quality asynchronous multimedia content plays in supporting student learning.

A detailed computational study report on the ambiphilic acyl radicals, which could mask as electrophiles when added to electron-rich species that include imines and enamines, is presented.

An iron(II) borohydride complex ([(η¹-H3BH)FeCl(NCCH3)4]) is employed as the precatalyst in iron-catalyzed radical cyclizations of unsaturated organic halides in the presence of NaBH4. Mechanistic investigations have established that the ligand bound to the metal center (acetonitrile versus ethylenebis(diphenylphosphine) (dppe)) plays a crucial role in the structure and reactivity of the active anionic iron(I) hydride ([HFeCl(dppe)2]-) and borohydride ([(η¹-H3BH)FeCl(NCCH3)4]-) with unsaturated haloacetals. This work provides new insights into iron(I) hydride and borohydride species and their potential implication in single-electron processes. [ABSTRACT FROM AUTHOR]

A difluorinated analogue of a ring-expanded calystegine B2 and some N-protected species were prepared via microwave-mediated transannular ring-opening of an epoxyketone. The diastereofacial selectivity of the epoxidation reaction, which delivers the key intermediate, and the regioselectivity of the transannular reactions were analyzed by density functional theory (DFT) methods. The epoxidation stereoselectivity arises from simple steric control, whereas the ring-closure reactions are subject to thermodynamic control. [ABSTRACT FROM AUTHOR]

The thermodynamic effective molarities of a series of simple cycloalkenes, synthesised from α,ω-dienes by reaction with Grubbs' second generation precatalyst, have been evaluated. Effective molarities were measured from a series of small scale metathesis reactions and agreed well with empirical predictions derived from the number of rotors and the product ring strain. The use of electronic structure calculations (at the M06-L/6-311G** level of theory) was explored for predicting thermodynamic effective molarities in ring-closing metathesis. However, it was found that it was necessary to apply a correction to DFT-derived free energies to account for the entropic effects of solvation., (Copyright © 2011 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.)