Case study 2: Tailored active blended learning in a foundation year chemistry module

In this chapter we discuss the Introductory Chemistry module at the University of East Anglia, which caters to a cohort that is diverse in both experience and career aspiration. Our approach is a tailored active blended learning programme, combining online tests to gauge the level of support needed by each student, 'gamification'-gentle competition amongst student sub-cohorts, and a standard peer instruction model. This is further complemented by the crowd-sourcing of potential distractors to surface otherwise unanticipated misconceptions. Peer interactions are extended beyond the immediate neighbours using Padlet as a synchronous networking and discussion tool. The enhanced conceptual insight is further reinforced through more demanding follow-up assessments.