Impact of the COVID-19 Pandemic on Chemistry Student and Staff Perceptions of their Learning/Teaching Experience

Abstract

In response to the COVID-19 pandemic, the University of Leicester introduced a blended teaching model to continue delivery of their undergraduate Chemistry courses in 2020/21. The transition from in-person to blended provided a good opportunity to investigate student engagement in the blended environment, along with the attitudes of faculty members adapting to this mode of delivery. Data from 94 undergraduate students and 13 staff members was collected using surveys, focus groups, and interviews and analyzed using the community of inquiry framework. Analysis of the collected data found that, while some students felt unable to always engage and focus with the remote material, they were pleased with the University’s response to the pandemic. Staff members commented on the challenges of gauging student engagement and understanding in synchronous contact sessions because students did not make use of cameras or microphones but praised the array of digital tools available that helped to facilitate some degree of student interaction. This study suggests there is scope for continuation and wider implementation of blended learning environments to provide additional contingency for further disruption to on-campus teaching and to provide new teaching opportunities, and it also presents recommendations as to how to reinforce the community of inquiry presences in blended learning.

An Office-Space Lightboard Studio for Creating Professional Pre-Lecture Videos with Increased Student Engagement

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“…31 Transitions to online/ hybrid learning also increased the public's general awareness of video delivery techniques and reasonably priced audio-visual equipment and systems. 32,33 Additionally, today there are several Lightboard hardware options, including more portable versions and even do-it-yourself guides to build them at home. 28,34 As a result, a prebuilt professional recording studio is no longer necessary for making quality Lightboard video content.…”

Green Analytical Chemistry Laboratory Boxset: From the Lab-at-Home during COVID-19 to a Science Teacher Training

“…The COVID-19 pandemic significantly impacted the educational system, especially laboratory-based instruction. , In response, many institutions have turned to online laboratory simulations − or developed creative toolkits − for students to conduct experiments in a virtual environment or at home. These methods, particularly home-based toolkits, provide students with valuable hands-on experience and reinforce key concepts and important laboratory skills.…”

Themes in molecular life science education: Engaging pedagogies and faculty development for student success

“…Many faculties are learning new approaches to address the foundational knowledge and skills gaps created by the COVID-19 pandemic and grappling with ever-changing students' learning patterns. [1][2][3][4] After several years of working remotely, faculty are eager to network and learn about current and emerging high impact practices. 5 These approaches will be discussed at the American Society for Biochemistry and Molecular Biology Transforming Undergraduate Education in the Molecular Life Sciences Symposium from July 27 to 30, 2023 at Suffolk University in Boston (https://www.asbmb.org/meetings-events/transformingundergraduate-education).…”

“…Preparing faculty to teach the next generation of STEM students is as essential as ever. Many faculties are learning new approaches to address the foundational knowledge and skills gaps created by the COVID‐19 pandemic and grappling with ever‐changing students' learning patterns 1–4 . After several years of working remotely, faculty are eager to network and learn about current and emerging high impact practices 5 .…”