Organic chemistry is widely perceived as a challenging course with notoriously high withdrawal and failure rates.

In Bodner’s retrospective, he asked, “How do we give students enough practice at the things we thought were obvious so that we no longer lose them as we rush through the content matter in the course?”.

The flipped learning pedagogy has recently been adapted in chemistry higher education as an approach that may help reduce students' cognitive load and promote a constructivist approach to student learning. This approach, which moves direct instruction from inside to outside the classroom and moves problem-solving from outside to inside the classroom, has been reported to (1) improve student performance in general and organic chemistry courses, (2) reduce withdrawal and failure rates, and (3) improve student perceptions/attitude about the course.

I have designed a video-based flipped learning pedagogical approach to teaching the two-semester organic chemistry sequence.