The innovative combination of SPOC and flipped classrooms that reshaped chemistry education during the pandemic
When the COVID-19 pandemic forced universities across the globe to close their physical classrooms in 2020, the education sector faced an unprecedented challenge. Nowhere was this disruption more acutely felt than in science laboratories and hands-on chemistry courses, where the traditional model of instruction seemed irreplaceable.
Traditional hands-on chemistry experiments became nearly impossible to conduct in remote learning environments.
Educators turned to innovative digital tools and teaching models to maintain educational quality.
Educators scrambled to adapt, but a group of innovative teachers saw this crisis as an opportunity—a chance to reinvent how inorganic chemistry could be taught effectively in a digital environment.
At the heart of this educational transformation was a powerful combination: Small Private Online Courses (SPOC) and the Flipped Classroom Model (FCM). This innovative approach not only rescued chemistry education during a time of crisis but ultimately revealed a more effective way of teaching complex chemical concepts that continues to benefit students today. What began as an emergency response has evolved into a sustainable teaching model that may permanently reshape how we teach scientific subjects 1 .
While many people have heard of Massive Open Online Courses (MOOCs), which offer unlimited participation and open access via the web, SPOC takes a different approach. The term SPOC stands for "Small Private Online Course"—"small" refers to limited class size, "private" indicates restricted access to specific groups of students, and "online course" signifies the digital delivery of educational content 1 .
This tailored approach allowed chemistry educators to create customized learning environments with materials specifically designed for their inorganic chemistry students. Unlike the one-size-fits-all nature of MOOCs, SPOCs provided detailed personal data analysis that helped monitor individual learning behaviors and effectiveness throughout the course 1 .
The Flipped Classroom Model represents a fundamental rethinking of how classroom time is used. In traditional education, students listen to lectures in class and complete problems or assignments at home. FCM reverses this approach: students first study new material through pre-recorded videos or online resources outside of class, then use valuable face-to-face time (whether in-person or virtual) for interactive activities, collaborative problem-solving, and direct teacher support 1 .
This model transformed the role of the chemistry instructor from a "sage on the stage" to a "guide on the side," enabling more personalized attention and support.
The synergy between SPOC and FCM created an ideal framework for teaching inorganic chemistry during the pandemic restrictions. SPOCs provided the structured digital content—videos of molecular symmetry operations, digital representations of crystal field theory, interactive periodic tables—while FCM ensured students arrived at virtual class sessions prepared to engage in higher-order thinking activities 5 .
| Feature | Traditional Classroom | SPOC-FCM Hybrid Model |
|---|---|---|
| Content Delivery | In-person lectures | Online videos & materials |
| Class Time Usage | Teacher-centered instruction | Student-centered activities |
| Learning Pace | Uniform for all students | Self-paced within framework |
| Assessment | Periodic exams | Continuous, varied assessment |
| Student Role | Passive knowledge recipient | Active learning participant |
| Teacher Role | Primary information source | Facilitator & guide |
This combination proved particularly valuable for visualizing the abstract concepts central to inorganic chemistry, such as molecular orbital theory and coordination geometries. Students could watch complex explanations multiple times through SPOC resources, then come to virtual class sessions ready to apply these concepts to problem-solving with their instructor's guidance 6 .
To systematically evaluate the effectiveness of the SPOC-FCM approach for inorganic chemistry, researchers conducted a quasi-experimental study at a Chinese university. The study compared two groups of students: one taught using the traditional lecture-based method, and another taught using the innovative SPOC-FCM hybrid approach 1 .
The research was designed to measure differences in both academic performance and student engagement between the two groups. The inorganic chemistry course content was identical for both groups—covering essential topics such as symmetry operations, group theory, chemical bonding in coordination compounds, and organometallic chemistry—but the delivery method differed significantly 1 .
Students accessed specially created SPOC resources including short video lectures (typically 5-15 minutes), digital readings, and interactive simulations of molecular structures and symmetry operations.
Virtual class time via Zoom or similar platforms was dedicated to collaborative problem-solving, small group discussions of case studies, and Q&A sessions addressing challenging concepts. Teachers used breakout rooms for targeted support.
Students completed assignments and quizzes that provided immediate feedback, reinforcing their understanding of key inorganic chemistry concepts 1 .
This approach aligned with successful implementations at other institutions. At Duke University, for instance, Professor Michael Therien had independently redesigned an inorganic chemistry course to incorporate active learning modules and flexible assessment strategies just before the pandemic hit. When COVID-19 forced classes online, this previously redesigned course transitioned more smoothly because it already emphasized student engagement and flexible learning 5 .
The chemistry educators employed continuous assessment methods that provided multiple pathways for success. Rather than relying solely on high-stakes exams, students accumulated points through various activities including:
This flexible assessment model proved particularly valuable during the pandemic's uncertainties, as it allowed students to miss some point-earning opportunities without catastrophic consequences to their grades—an especially important accommodation for seniors managing graduate school interviews and job searches during this turbulent period 5 .
The implementation of SPOC-FCM in inorganic chemistry courses yielded significantly improved academic outcomes. Students in the flipped SPOC-based classroom demonstrated superior average performance compared to their peers in traditional classrooms 1 .
| Performance Metric | Traditional Classroom | SPOC-FCM Approach |
|---|---|---|
| Average Score | Baseline | 8-12% higher |
| Completion Rate of Advanced Problems | 56% | 83% |
| Student Engagement Rate | Moderate | High |
| Knowledge Retention | Standard | Enhanced |
These findings align with other observations in chemistry education during the pandemic. Educators who adopted similar approaches—such as providing pre-recorded lecture videos by topic rather than live-streaming lectures—found that asynchronous learning sessions created more equitable learning environments where students with challenging home situations or limited technology access were minimally disadvantaged 6 .
Beyond the numbers, students reported overwhelmingly positive experiences with the new teaching approach. The majority of participants experienced the flipped classroom favorably, specifically highlighting:
with instructors and peers despite physical distance
that could be reviewed repeatedly
and deeper understanding of complex concepts 1
"Graded homework problems were much more effective than pop ups at creating a continuous learning environment" 5 .
"I definitely learned a lot of valuable material during this course. I wish we had more discussion time because that helps me synthesize the material that I learned" 5 .
The transition to digital learning environments also fostered unexpected collaborative communities among chemistry educators themselves. The Interactive Online Network of Inorganic Chemists (IONiC) launched "SLiThEr" sessions—Supporting Learning with Interactive Teaching: a Hosted, Engaging Roundtable—which became real-time virtual community events where educators shared best practices and supported one another throughout the pandemic 2 .
These professional development opportunities created a virtuous cycle: as teachers improved their digital instruction skills and shared innovative approaches, students benefited from more refined and effective online learning experiences.
The successful implementation of SPOC and flipped classroom models in inorganic chemistry relied on a collection of digital tools and resources that supported various aspects of the learning process.
| Resource Type | Specific Examples | Function in Chemistry Education |
|---|---|---|
| Video Platforms | Zoom, YouTube, Panopto | Hosting lecture videos and virtual class sessions |
| Learning Management Systems | Canvas, Moodle, Blackboard | Organizing course materials and assignments |
| Interactive Visualization Tools | PhET Simulations, MolView | Demonstrating molecular structures and symmetry |
| Collaboration Tools | Piazza Q&A, Google Workspace | Facilitating student interaction and group work |
| Assessment Platforms | Quizlet, Kahoot, GradeScope | Creating low-stakes quizzes and efficient grading |
| Community Support | IONiC VIPEr website, Discord servers | Sharing resources among educators |
These tools collectively enabled the creation of rich digital learning ecosystems that supported the complex visualizations and conceptual understandings required for mastery of inorganic chemistry. The technology provided cognitive support that enhanced learning, particularly when students were engaged in the flipped classroom model's active learning components 2 4 .
Tools like MolView and PhET simulations allowed students to interact with 3D molecular structures, enhancing their understanding of complex inorganic chemistry concepts like symmetry and coordination geometries.
Platforms like Piazza and Discord facilitated ongoing discussions and peer-to-peer learning, creating virtual communities where students could ask questions and share insights outside of formal class time.
The COVID-19 pandemic created an unprecedented emergency in education, but it also served as a powerful catalyst for innovation in teaching inorganic chemistry. The strategic combination of Small Private Online Courses (SPOC) with the Flipped Classroom Model (FCM) not only rescued chemistry education during a time of crisis but revealed a more effective approach to teaching complex scientific subjects.
Students in SPOC-FCM environments demonstrated significantly improved outcomes compared to traditional settings.
Students reported higher satisfaction and engagement with the hybrid learning approach.
The approach facilitated better comprehension of complex inorganic chemistry concepts.
The evidence is clear: students in SPOC-FCM environments demonstrated superior academic performance, reported more positive learning experiences, and developed deeper conceptual understanding compared to their peers in traditional classroom settings. The approach proved particularly valuable for visualizing abstract concepts in inorganic chemistry—from molecular symmetry to coordination chemistry—through digital tools and interactive simulations.
Perhaps most importantly, these teaching innovations have proven sustainable beyond the immediate crisis. What began as emergency remote instruction has evolved into a refined, effective approach that continues to benefit students. As education moves forward in a post-pandemic world, the lessons learned from this digital transformation will continue to influence how we teach not only chemistry but all complex scientific subjects.
The inorganic chemistry classroom has been permanently reimagined—not as a physical space filled with passive listeners, but as a dynamic learning community that transcends physical boundaries, combining the best of digital resources with guided, interactive problem-solving. This revolutionary approach has not only made chemistry education more resilient but ultimately more effective for generations of students to come.