Strategies Employed in Transitioning Multi-instructor, Multisection Introductory General and Organic Chemistry Courses from Face-to-Face to Online Learning

Abstract

Herein, we describe our experience transitioning two multi-instructor, multisection courses in both general and organic chemistry online during the COVID-19 pandemic from face-to-face instruction methods to an online content delivery format. Beyond the challenges of common assessments, we also had to coordinate discussion sections hosted by teaching assistants and workshops hosted by undergraduate peer facilitators. We discuss the difference in attendance and assessments before and after the transition to online learning. Additionally, we discuss the different uses of technology to host office hours, deliver synchronous and asynchronous teaching, and facilitate efficient communication between instructors and students. The evolution and adaptation of our assessment and communication strategies as online teaching progressed are also discussed.

Student Perceptions of Remote Chemistry Lecture Delivery Methods

“…For those electing for synchronous lecture delivery, many instructors took advantage of the capabilities within remote platforms to provide students with on-demand recordings of the lectures. [8][9][10][11][12][14][15][16][17][18]20,21,23,[29][30][31][32]34 This advantage of the virtual learning platform provided students with added flexibility in their course engagement, something not always present within traditional in-person classrooms.…”

Unique Data Sets and Bespoke Laboratory Videos: Teaching and Assessing of Experimental Methods and Data Analysis in a Pandemic

“…We decided in the new online environment it was important that our examination was robust and that students worked independently. Student feedback was that they preferred a 24 h online exam, but we were concerned that the data handling section would be vulnerable to collusion − unless each student answered a unique question. This was the first time that an individual exam paper had been given to every student at our institution and required academic and administrative agreement on logistics.…”

“…Assessing students fairly and robustly is challenging in an online environment. Students may be tempted to collude or cheat, − using third-party helper sites (e.g., Chegg) or online class chat groups . Some institutions have responded by using proctoring software (e.g., RespondusLockdown). , Any assessment with a unique answer is particularly open to misconduct .…”

“…Students may be tempted to collude or cheat, − using third-party helper sites (e.g., Chegg) or online class chat groups . Some institutions have responded by using proctoring software (e.g., RespondusLockdown). , Any assessment with a unique answer is particularly open to misconduct . Our solution was to prepare individual data sets from historical student data sets (with associated worked answer files with data and image detail for staff) for both the laboratory report and for the examination.…”

Psychological Capital Relates With Teacher Enjoyment: The Mediating Role of Reappraisal

“…As the pandemic keeps coming back with different variants such as Delta and Omicron, it is still necessary under various circumstances for teachers worldwide, including those in China, to teach online. What is more important, as blended learning is becoming increasingly important in an extensive range of disciplines ( Holbeck and Hartman, 2018 ; Gonzalez and Knecht, 2020 ; Veerapen et al, 2020 ), it is necessary to switch our attention not only to learners ( Holbeck and Hartman, 2018 ; Gillis and Krull, 2020 ; Okada and Sheehy, 2020 ; Kohnke et al, 2021 ; Maheshwari, 2021 ; Wang and Jiang, 2022 ), but further to teachers, whose degree of enjoyment during online teaching has an impact on both their own well-being ( Anderson et al, 2021 ; Creely et al, 2021 ; Mahmood et al, 2021 ), and the emotion, well-being and learning enjoyment of students ( Badia et al, 2019 ; Eloff et al, 2021 ; Ergun and Dewaele, 2021 ; Goenner, 2021 ; Meishar-Tal and Levenberg, 2021 ; Naylor and Nyanjom, 2021 ).…”