A sudden pivot to online instruction
required instructors to rapidly
acquire new knowledge. Several online communities were built to satisfy
their need for professional development. One such community, the Facebook
group “Strategies for Teaching Chemistry Online”, generated
thousands of posts and comments about how to adapt chemistry courses
to online teaching. As a reflection of teaching during the time of
the coronavirus disease 2019 outbreak, this article interprets the
group’s success as an online learning community and presents
a qualitative analysis of the content generated by the group according
to the Technological Pedagogical Content Knowledge framework.
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