Abstract: The use of online learning environments for introductory chemistry instruction has increased in recent years, largely due increased accessibility of online materials, but also due to increased used of blended/hybrid classrooms, including flipped classroom methods. In the past year with the abrupt transition to remote instruction all instructors now are in a situation where they ask themselves what the best way to teach online is and how to structure that online learning environment. In my own classroom, I use a modular flipped approach, and thus sought out to determine what aspects of my flipped classroom practice were most beneficial for student learning gains. In this presentation, I will discuss two recent studies conducted with probing the effects of online learning environments; first, a randomized controlled study where student learning was monitored over time through a flipped classroom unit; second, a randomized controlled study probing what online learning tools may be beneficial in learning spatially demanding organic chemistry topics. Both studies suggest that purposeful design of the online learning environments will prove beneficial in classroom practice and student success.

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