Collaborative Learning in Chemistry: Impact of COVID-19

Abstract

Student learning and course performance are often improved when students actively engage with content. However, pedagogical practices that foster active engagement often rely on student−student and student−instructor interactions that may be difficult to adapt to an online environment. Here we describe a Collaborative Learning program that provides such a learning opportunity to self-selecting General and Organic Chemistry students, describe how this program suddenly transitioned to remote learning due to the COVID-19 pandemic, and reflect on the benefits and challenges that we observed. We believe this online adaptation impacted students' content preparation, slowed content coverage, and influenced student use of resources. Students appeared more accepting of the role system within each team, which was modified for the remote workspace. In some circumstances, we found students to be more process-oriented in their problem solving, which we attribute to students being reluctant to "guess and check" given the cumbersomeness of the shared, online annotation space. We observed that seeing faces during collaborative work enhances group cohesion, but we did not require students to use their cameras out of respect for their privacy. While we are engaged in a forthcoming study to assess student outcomes and facilitator experiences, our aim for this reflection is to aid others in the community, as decisions are being made for the upcoming term.

Techno Pedagogical Applications in the Context of Remote Learning - Case Studies and Best Practices in Higher Education

“…Making use of videos and audio for capturing live discussion among students engage interest and sustain different modes of student assessments through poll surveys and quizzes. Studies have reported similar applications in higher education learning contexts [3,11,12].…”

“…There are AI applications which can assess the student submissions too based on text analysis whereby saving time for teachers. Activities like recording of presentations, Inviting feedback from participants via poll survey/chat box, Critical review of responses, Peer feedback and review provides opportunities to learn from the mistakes and correct responses of peers [3,[10][11][12][13][14].…”

Supporting student collaboration in online breakout rooms through interactive group activities

“…Fulfer et al (2020) also provided Google Docs for each group, allowing the instructor to monitor each group's progress during the session and to enter breakout rooms where evidence of students' misconceptions was observed. Gemmel et al (2020) provided students with collaborative tasks in Canvas alongside a Google Doc, and noted advantages in being able to include vivid colour and video files more easily than when delivering paper-based tasks in class. In this example, students were assigned specific roles in each group, and their work was monitored to identify when intervention was needed during the session.…”

Shifts in learning assistants’ self-determination due to COVID-19 disruptions in Calculus II course delivery

“…Second, we use a vetted lens, Self-Determination Theory, to model and understand how LAs were motivated in their growth and abilities to serve undergraduate STEM learners in a period of rapid change and transition in their professional modality of serving those learners. And third, this article directly addresses the real-time challenges in supporting undergraduate STEM education (Forakis et al, 2020 ; Griffiths, 2020 ), through LA programs (Emenike et al, 2020 ; Gemmel et al, 2020 ), during the current challenge of the COVID-19 pandemic and for future interruptions to come.…”