Analytical Chemistry Online? Lessons Learned from Transitioning a Project Lab Online Due to COVID-19

Abstract

While project laboratories have become a staple in analytical chemistry courses, Coronavirus 2019 (COVID-19) has forced many universities to adopt an online instruction model, which raises challenges in creating quality content that matches the learning objectives of the course. Here we describe the transition of an inquiry-based project lab from a data-collection-focused experience into a statistical-analysis-driven one using a previously collected data set. Student opinions on the project were collected using a postproject feedback form, and instructors were surveyed for their observations. The major focus of this communication is a discussion of the common successes and challenges found in the staff and student feedback. Although we underestimated the personal struggles of individual students and the communication issues that occurred, overall our reimagination of the project was successful, especially in the adaptation of the course material and the resources developed for student success. For future iterations of this course, all of the lessons learned will be applied to both remote and in-person instruction where possible.

Chemistry Online Distance Learning during the Covid-19 Outbreak: Do TPACK and Teachers' Attitude Matter?

“…Out of the debate about the significance of online and face-to-face learning and practicum (Faulconer et al, 2018), there have been examples of research using technology to conduct online practicum. Such as the contextual use of virtual laboratories and hybrid wat labs (Davenport et al, 2018;Irby et al, 2018;Buchberger et al, 2020).…”

“…Researchers have also used various technologies to support the success of online learning. Such as research on an online analytical laboratory project that suggests integrating synchronous and asynchronous instructional modes (Buchberger et al, 2020). Other research combines hybrid wet lab and online module lab curriculum into a general chemistry course to improve student performance (Irby et al, 2018) and the use of contextual virtual chemistry labs to support students' online practicum (Davenport et al, 2018).…”

Adapting Undergraduate Research to Remote Work to Increase Engagement

“…Several recent publications highlight creative solutions to teaching laboratories, including course-based undergraduate research experiences (CUREs), during pandemic-related remote teaching (6,7). Solutions implemented in project labs and CUREs included pivoting to data and statistical analysis, modeling and simulations, experimental design and troubleshooting, and literature searching (8)(9)(10)(11)(12)(13)(14). Although there is no virtual substitute for learning hands-on laboratory skills, research skills and practices can be taught without access to ''wet'' laboratories.…”

Inquiry-Based Laboratories Using Paper Microfluidic Devices

“…This was especially challenging in analytical chemistry laboratories such as quantitative analysis and instrumental analysis that rely heavily on wet chemical methods and specialized equipment. Strategies widely used in introductory chemistry courses, such as watching videos and analyzing old data sets, − left some analytical students frustrated and disengaged, prompting many analytical instructors to turn to simulations, , statistical analysis of previously collected data, , or some combination thereof . A few educators created at-home experiments with safe, readily available materials such as food coloring or used “lab-in-a-box” kits containing glassware, chemicals, and even a spectrophotometer, but very few hands-on options were available.…”