An International Perspective: Teaching Chemistry and Engaging Students During the COVID-19 Pandemic

Tigaa, Rodney A.; Sonawane, Swapnil L.

doi:10.1021/acs.jchemed.0c00554

Cited by 40 publications

(38 citation statements)

References 15 publications

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“…The most direct approach to creating a new instrument is to draw on observations and holistic impressions and use good judgement (e.g. Chen, Kaczmarek, and Ohyama 2020;Dietrich et al 2020;Tigaa and Sonawane 2020;Asgari et al 2021). Authors like Buttler, George, and Bruggemann (2021) had time to test their questionnaire in a pilot study, but noted that previous literature on emergency remote teaching was not yet available to use as a foundation for their approach.…”

Section: Introductionmentioning

confidence: 99%

The rapid transition from campus to online teaching – how are students’ perception of learning experiences affected?

Wärfvinge

Lofgreen

Andersson

et al. 2021

European Journal of Engineering Education

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The COVID-19 pandemic caused a global disruption to higher education, especially in engineering education, where many teaching and learning activities are difficult or impossible to conduct online. This study examines the changes in the students' experiences of this disruption using a 26-item process-oriented course experience questionnaire (CEQ) that was already in use in the Faculty of Engineering at Lund University (LTH), rather than a newly created pandemic questionnaire. This allowed results from spring 2020 to be compared with corresponding data for 2017-2019. Overall, the students expressed lower satisfaction with their courses, indicated they received less feedback and fewer valuable comments, and found it harder to understand the expectations and standards of work. On the positive side, students reported that assessment was less about facts and more about in-depth understanding. By gender, male students were overall more negative to the experience of online learning, whereas female students appeared better able to benefit from the shift to online learning. Our results show the great advantage of using a robust course evaluation system that focuses on students' learning experience rather than satisfaction, and suggest a way of being prepared to systematically study the effects of possible future disruptions to higher education.

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Section: Introductionmentioning

confidence: 99%

The rapid transition from campus to online teaching – how are students’ perception of learning experiences affected?

Wärfvinge

Lofgreen

Andersson

et al. 2021

European Journal of Engineering Education

View full text Add to dashboard Cite

show abstract

“…Participants came to understand that there is an urgency to centering something useful, beneficial and flexible to engage the learning process and build a sense of responsibility, both lecturer and students, to undertake effective online learning. Educators' leadership of engaging students with the learning process indeed plays a vital role in these unprecedented times (Tigaa & Sonawane, 2020).…”

Section: Agility and Adaptabilitymentioning

confidence: 99%

The inevitable surge of online learning through the lens of English education lecturers during the unprecedented times

Simanjuntak

Panjaitan

2021

J. Eng. Foreign. Lang.

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The onset of the COVID-19 pandemic has obliged universities worldwide to shift to other modalities such as e-learning. Lecturers feel obliged to motivate and aspire their students virtually. This study explores the perceptions and experience of English education lecturers on the inevitable surge of virtual teaching during the Pandemic. This study was a qualitative interview study utilized an interpretive description approach. The data were generated by interviewing 19 English education lecturers based on defined evaluation criteria and an online learning environment. Participants were given ten open-ended interview questions to find out how lecturers undertook online teaching during unprecedented times and perceived some changes in the teaching and learning process. The findings showed three themes emerged from lecturers’ perspectives during the shift to online learning; those themes are the need for iterative process, revamp delivery, and the need to advance technology infrastructure. In addition, there were two (themes that characterize the participants’ experiences in implementing online learning: Agility and adaptability, identification of the underlying needs. All themes in this study emerged from obtained sub-themes. These findings indicated that the inevitable surge of online learning shapes lecturers’ teaching skills and attitude in the process of shifting to other modalities.

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“…Losing access to student housing and meal plans contributed to housing and food insecurities for many students, including low-income students and international students [22,23], and heightened housing and food insecurities impacted off-campus students as well [24]. Moreover, poor internet connection and lack of a quiet or safe space to study made it more difficult for students to complete their assignments and succeed during remote instruction [25][26][27][28]. For example, one recent study of college students in introductory sociology courses showed that more than 50% of all students experienced occasional internet problems during remote learning in Spring 2020 [29].…”

Section: Introductionmentioning

confidence: 99%

COVID-19 and the abrupt shift to remote learning: Impact on grades and perceived learning for undergraduate biology students

Supriya¹,

Mead²,

Anbar³

et al. 2021

Preprint

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Institutions across the world transitioned abruptly to remote learning in 2020 due to the COVID-19 pandemic. This rapid transition to remote learning has generally been predicted to negatively affect students, particularly those marginalized due to their race, socioeconomic class, or gender identity. In this study, we examined the impact of this transition in the Spring 2020 semester on the grades of students enrolled in the in-person biology program at a large university in Southwestern United States as compared to the grades earned by students in the fully online biology program at the same institution. We also surveyed in-person instructors to understand changes in assessment practices as a result of the transition to remote learning during the pandemic. Finally, we surveyed students in the in-person program to learn about their perceptions of the impacts of this transition. We found that both online and in-person students received a similar small increase in grades in Spring 2020 compared to Spring 2018 and 2019. We also found no evidence of disproportionately negative impacts on grades received by students marginalized due to their race, socioeconomic class, or gender in either modality. Focusing on in-person courses, we documented that instructors made changes to their courses when they transitioned to remote learning, which may have offset some of the potential negative impacts on course grades. However, despite receiving higher grades, in-person students reported negative impacts on their learning, interactions with peers and instructors, feeling part of the campus community, and career preparation. Women reported a more negative impact on their learning and career preparation compared to men. This work provides insights into students’ perceptions of how they were disadvantaged as a result of the transition to remote instruction and illuminates potential actions that instructors can take to create more inclusive education moving forward.

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An International Perspective: Teaching Chemistry and Engaging Students During the COVID-19 Pandemic

Cited by 40 publications

References 15 publications

The rapid transition from campus to online teaching – how are students’ perception of learning experiences affected?

The rapid transition from campus to online teaching – how are students’ perception of learning experiences affected?

The inevitable surge of online learning through the lens of English education lecturers during the unprecedented times

COVID-19 and the abrupt shift to remote learning: Impact on grades and perceived learning for undergraduate biology students

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