Students’ Learning Experience with a Flipped Introductory Organic Chemistry Course: A Course Designed for Non-Chemistry Majors


  • Horace Luong University of Manitoba
  • Thomas Falkenberg University of Manitoba
  • Mahdi Rahimian Queen’s University



organic chemistry, undergraduate, flipped classroom, blended learning, non-major


The use of flipped classrooms has been gaining popularity across various disciplines as student-centered active learning pedagogy. In this study, an introductory organic chemistry course was delivered through flipped classroom methodologies, incorporating blended learning to deliver content and group work in the classroom.   The learning experiences of non-chemistry majors students enrolled in the course are discussed. The majority of the students adjusted to the pedagogy and felt autonomy in their learning. These students also believed that most of the flipped classroom design components were a good use of their time in learning organic chemistry.

Author Biographies

Horace Luong, University of Manitoba

Horace Luong is a senior instructor in the Department of Chemistry at the University of Manitoba, Canada. His research interests are in developing novel synthetic organic chemistry experiments for undergraduate students with a focus towards green chemistry.

Thomas Falkenberg, University of Manitoba

Thomas Falkenberg, Professor, Faculty of Education, University of Manitoba, Canada and the editor or co-editor of a number of books on teacher education and education for sustainable well-being. Thomas is the current Chair of the Editorial Board of the ESWB Press of the University of Manitoba (

Mahdi Rahimian, Queen’s University

Mahdi (Matt) Rahimian, Academic Integrity Coordinator at Queen’s University in Ontario, Canada.. Matt has worked in more than fourteen post-secondary institutions in Canada and abroad. His areas of interest include post-secondary education, international education, second/additional language learning, and research methodology in education.


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