ESL student engagement in an introductory blended learning course in chemistry

Abstract

Students have particular difficulties in learning basic concepts in chemistry for a number of reasons, including conflicting and special usage of vocabulary. Such concerns have precedents in the literature. We sought to ameliorate language learning problems with our student (non-native English speakers whose first language is Arabic) by offering a blended learning course in basic chemistry which contained a variety of modalities of delivery including scaffolder on-line quizzes, podcasts and a textbook written specifically for the course. We report on student learning strategies based on both learning analytic and survey data. We discuss the advantages and disadvantages of learning analytic data, particularly as a predictive tool to student success.