Online in No Time: Design and Implementation of a Remote Learning First Quarter General Chemistry Laboratory and Second Quarter Organic Chemistry Laboratory

Howitz, William J.; Thane, Taylor A.; Frey, Taylor; Wang, Xinran S.; Gonzales, Joe C.; Tretbar, Chase A.; Seith, Daniel D.; Saluga, Shannon J.; Lam, Simon S.; Nguyen, Melanie M.; Tieu, Peter; Link, Renée; Edwards, Kimberly D.

doi:10.1021/acs.jchemed.0c00895

Cited by 25 publications

(29 citation statements)

References 52 publications

(81 reference statements)

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“… 52 − 55 For example, in response to the COVID-19 pandemic, laboratory courses at the University of California, Irvine utilized prerecorded videos of lab experiments for synchronous class meetings. 30 TAs and students met online to watch videos of the experiments together, and the TAs would pause periodically to discuss key steps and concepts. A similar synchronous approach conducted live-streamed, real-time demonstrations of scheduled laboratory experiments where students recorded their own observations and engaged in small-group discussions.…”

Section: Virtual Learning Paradigmmentioning

confidence: 99%

Reassessing Undergraduate Polymer Chemistry Laboratory Experiments for Virtual Learning Environments

et al. 2022

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Chemistry laboratory experiments are invaluable to students’ acquisition of necessary synthetic, analytical, and instrumental skills during their undergraduate studies. However, the COVID-19 pandemic rendered face-to-face (f2f), in-person teaching laboratory experiences impossible from late 2019–2020 and forced educators to rapidly develop new solutions to deliver chemistry laboratory education remotely. Unfortunately, achieving learning and teaching objectives to the same caliber of in-person experiments is very difficult through distance learning. To overcome these hurdles, educators have generated many virtual and remote learning options for not only foundational chemistry courses but also laboratory experiments. Although the pandemic challenged high-level chemistry education, it has also created an opportunity for both students and educators to be more cognizant of virtual learning opportunities and their potential benefits within chemistry curriculum. Irrespective of COVID-19, virtual learning techniques, especially virtual lab experiments, can complement f2f laboratories and offer a cost-efficient, safe, and environmentally sustainable alternative to their in-person counterparts. Implementation of virtual and distance learning techniques—including kitchen chemistry and at-home laboratories, prerecorded videos, live-stream video conferencing, digital lab environment, virtual and augmented reality, and others—can provide a wide-ranging venue to teach chemistry laboratories effectively and encourage diversity and inclusivity in the field. Despite their relevance to real-world applications and potential to expand upon fundamental chemical principles, polymer lab experiments are underrepresented in the virtual platform. Polymer chemistry education can help prepare students for industrial and academic positions. The impacts of polymers in our daily life can also promote students’ interests in science and scientific research. Hence, the translation of polymer lab experiments into virtual settings improves the accessibility of polymer chemistry education. Herein, we assess polymer experiments in the emergence of virtual learning environments and provide suggestions for further incorporation of effective polymer teaching and learning techniques into virtual settings.

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Section: Virtual Learning Paradigmmentioning

confidence: 99%

Reassessing Undergraduate Polymer Chemistry Laboratory Experiments for Virtual Learning Environments

et al. 2022

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“…Recent reports and studies suggest guidelines for providing online education to graduate students in response to COVID-19 (Huang et al, 2020; Lamming & Carter, 2020), comment upon the experiences of instructors in graduate schools providing online courses (Howitz et al, 2020; Lowenthal et al, 2020; Ross & DiSalvo, 2020), or describe novel training for instructors providing online graduate education during the pandemic (Lipscomb & Tate, 2020). However, relatively little is known about doctoral clinical psychology students’ experiences regarding online education in general and during the pandemic.…”

Section: Aimsmentioning

confidence: 99%

Clinical psychology graduate students: Lessons learned from a sudden transition to online education.

Doorn¹,

Békés²,

Zweig³

2022

Scholarship of Teaching and Learning in Psychology

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The coronavirus disease (COVID-19) pandemic necessitated a rapid transition to online instruction, yet data as to the effectiveness of online training for doctoral psychology trainees are sparse. We surveyed clinical psychology students (N = 152) regarding their experiences of synchronous online education during the pandemic, with a focus upon factors related to perceived quality, effectiveness, and future preferences. Many students transitioned to both online didactic learning and to online supervision and clinical service delivery. Behavioral engagement with online instruction was associated with students’ perceptions of the quality and effectiveness of their online education experience, and these were related to their future preferences. A more positive transition to online clinical service delivery was associated with favorable perceptions of the effectiveness of online education. Findings suggest that students’ behavioral engagement in online education plays a pivotal role in the perceived quality of their online educational experience. Findings have implications for students and instructors that may augment online education.

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“…While planning for the fall semester, the special issue of JCE provided significant insights for teaching laboratories online, including student perceptions. Examples included online versions of general chemistry, , organic chemistry, ,− physical chemistry, , analytical chemistry, − and biochemistry . In summary, students preferred in-person courses.…”

Section: Introductionmentioning

confidence: 99%

Implementation of a Socially Distanced In-Person Laboratory Experience Across the Chemistry Curriculum during the COVID-19 Pandemic at a Small, Liberal Arts University

et al. 2021

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The COVID-19 pandemic resulted in the mass shutdown of universities across the United States in the spring of 2020. As the pandemic progressed, regional regulations resulted in a broad range of teaching modalities for the 2020–2021 academic year. While some regions remained tightly locked down (resulting in online-only instruction), others allowed limited or full campus operations within higher education. Located in Spokane, WA, Whitworth University is a small, liberal arts university which was allowed limited operations under a socially distanced model. While the pandemic resulted in some obvious campus changes (for example, masks were required on campus), more subtle changes were required at the curricular level. Adopting a flex model where students and faculty were allowed the option to participate online only while in-person classes were offered, Whitworth maintained in-person education through the 2020–2021 academic year. This FLEX model presented specific difficulties to laboratory courses due to social distancing restrictions. In this work, we describe five models developed in the Whitworth University Department of Chemistry toward teaching laboratories in a socially distanced manner with reduced room capacity. The primary modes of instruction were (1) a reduction of in-person laboratory time so that only half of the students were working in the laboratory at any given time, (2) an alternating weeks model where students came to the laboratory every other week and performed online laboratory experiences in the off weeks, (3) a split room model where one faculty member oversaw two laboratory spaces containing one-half of the normal number of students, (4) a higher number of smaller lab sections where social distancing could be maintained, and (5) a hybrid technique utilizing several of these concepts dependent upon the learning outcomes of the laboratory procedure each week. Benefits and challenges for each model are described by faculty herein. End-of-semester student course evaluation scores provide a comparison of student perceptions of learning outcomes and experiences in the laboratory in the various models. In addition, grade point averages were compared to prior years. Finally, departmental leadership provides insight on the administrative challenges of implementing these course models. Statistically, the models presented no significant change in student perceptions of learning or grade point averages for most courses regardless of the model when compared to prior offerings of these courses. Overall, the implementation of these protocols allowed students hands-on laboratory experiences with a minimal impact on the curriculum presented.

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Online in No Time: Design and Implementation of a Remote Learning First Quarter General Chemistry Laboratory and Second Quarter Organic Chemistry Laboratory

Cited by 25 publications

References 52 publications

Reassessing Undergraduate Polymer Chemistry Laboratory Experiments for Virtual Learning Environments

Reassessing Undergraduate Polymer Chemistry Laboratory Experiments for Virtual Learning Environments

Clinical psychology graduate students: Lessons learned from a sudden transition to online education.

Implementation of a Socially Distanced In-Person Laboratory Experience Across the Chemistry Curriculum during the COVID-19 Pandemic at a Small, Liberal Arts University

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