Although the implementation of blended learning in organic chemistry is rapidly growing, thus far, there are few studies published on the evaluation of supplemental types of blend in organic chemistry. This report covers a phenomenographic study that was designed to evaluate a supplemental type of blended learning approach implemented in a second-year organic chemistry course in a South African context. It offers a unique contribution in terms of catering to the needs of a diverse student body. Three open-ended questionnaires were used to probe: (1) students’ perceptions of the learning support; (2) students’ preferences for different types of learning support offered; and (3) students’ suggestions for improvement. Semi-structured individual interviews were used to obtain clarity on some of the responses from the questionnaires. Analysis of students’ responses revealed that the face-to-face component was highly valued as it gave the students the opportunity to ask questions and obtain answers in real time; the online component, especially Learnsmart, was found helpful for its flexibility and providing limitless opportunities to practice or revisit concepts. The discussion board was the least valued due to the overwhelming number of postings, and the students felt they were forced to participate in order to get marks. The students experienced the course as too fast-paced possibly reflecting cognitive overload, a potential weakness of the supplemental blend. The findings will be useful in many other contexts where the student body is diverse in terms of language proficiency and the level of preparation for the demands of organic chemistry as a discipline.

中文翻译：

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有机化学二年级的混合学习：学生对学习支持的看法和偏好

尽管有机化学中混合式学习的实施正在迅速增长，但是到目前为止，关于有机化学中混合型补充类型的评估研究很少发表。本报告涵盖一项现象学研究，旨在评估在南非背景下的第二年有机化学课程中实施的混合学习方法的补充类型。它在满足多样化学生群体的需求方面做出了独特的贡献。使用三个开放式问卷调查：（1）学生对学习支持的看法；（2）学生对所提供的不同类型学习支持的偏好；（3）学生的改进建议。使用半结构化的个人访谈来使问卷调查表中的某些回复更加清晰。对学生反应的分析表明，面对面的组成部分受到高度重视，因为它使学生有机会实时提问和获得答案；人们发现，在线组件（尤其是Learnsmart）具有灵活性，并为实践或重温概念提供了无限的机会。由于张贴的人数过多，讨论板的价值最少。学生们觉得他们被迫参加以获得评分。这些学生的课程节奏太快，可能反映出认知超负荷，这可能是补充语言的潜在弱点。在语言能力和满足有机化学学科要求的准备水平方面，学生群体各不相同，这些发现将在许多其他情况下很有用。