The undergraduate organic chemistry sequence is known among students to be a difficult course for aspiring STEM majors and those hoping to attend medical school. This leads to high anxiety among students, which affects both their performance in the class and their future in STEM. Creating a low-pressure learning environment by increasing group participation and peer-to-peer learning can decrease anxiety and increase active participation in learning. The authors propose integrating full-length group video assignments into the organic chemistry curriculum. Four long-form, group videos were assigned before each exam with two or three students in a group, problem-solving exam-style questions, to build their collective knowledge of the material and reduce stress. At the end of the course, students were presented with an optional survey regarding the video assignments. Feedback from this survey indicated positive responses to both the video and group aspects of the assignments.
Williams et al. (Thu,) studied this question.