Evaluation of the redesign of first year chemistry tutorials

In recent years first year Chemistry tutorials at the University of Melbourne have been redesigned involving a variety of changes to the learning environment as well as a revision to the curriculum to provide a more interactive tutorial program in which collaborative learning and problem-solving are encouraged. This study evaluated the influence and effectiveness of these changes. The perceptions and experiences of 793 first-year students and 27 teaching staff were examined, including, specifically:

  • engagement and participation in tutorials
  • collaborative learning
  • use of technology
  • key challenges and areas for improvement
Chi Baik and Kerri-Lee Harris
Funded by
School of Chemistry, University of Melbourne