Strategies for Teaching Chemistry Online: A Content Analysis of a Chemistry Instruction Online Learning Community during the Time of COVID-19

Abstract

A sudden pivot to online instruction required instructors to rapidly acquire new knowledge. Several online communities were built to satisfy their need for professional development. One such community, the Facebook group “Strategies for Teaching Chemistry Online”, generated thousands of posts and comments about how to adapt chemistry courses to online teaching. As a reflection of teaching during the time of the coronavirus disease 2019 outbreak, this article interprets the group’s success as an online learning community and presents a qualitative analysis of the content generated by the group according to the Technological Pedagogical Content Knowledge framework.

PENDEKATAN “MIKiR” UNTUK MENINGKATKAN KEAKTIFAN BELAJAR DALAM PEMBELAJARAN ONLINE PADA PERKULIAHAN KIMIA ORGANIK POKOK BAHASAN SENYAWA ALDEHIDA DAN KETON

“…Perkuliahan dengan implementasi pendekatan MIKiR pada pokok bahasan senyawa aldehida dan keton meliputi konsep struktur, penomoran, dan tata nama senyawa organik. Berdasarkan konsep-konsep yang sudah diajarkan, berikutnya mahasiswa diberi soal dalam bentuk pilihan ganda sebanyak 10 (sepuluh) soal, soal diberikan dalam bentuk google form (Dekorver et al, 2020;Eticha & Ochonogor, 2013), agar mahasiswa dapat langsung menjawab secara daring melalui perangkat komputer masing-masing. Setelah dilakukan evaluasi, diperoleh hasil dalam bentuk grafik dari Gambar 1.…”

Remote pandemic teaching in quantitative and instrumental chemical analysis courses at a Hispanic serving institution

“…There are a multitude of well-studied teaching strategies easily adaptable to remote learning [ 1 – 7 ]. In choosing among these, it was important to recognize that however the transition was made, we needed to keep in mind the accessibility, cost, acquisition and implementation time frame, active learning potential, increased student engagement, and safety.…”

Assessment of Technological Setup for Teaching Real-Time and Recorded Laboratories for Online Learning: Implications for the Return to In-Person Learning

“…A second option for instructors is prerecorded content via sites like YouTube, JoVE, Labster, and McGraw-Hill, among others; however, instructors may be reluctant to use third party resources. Alternatively, much attention has been paid to the adaptation of current lab programming to suit a remote learning environment in multiple ways including changing/adapting the experiments themselves, prerecording original content, developing at-home experiments, and using electronic real-time delivery (for examples, see the special issue of The Journal of Chemistry Education about teaching in the time of COVID-19). , As students report adverse experiences with online learning , including decreased engagement and diminished mental well-being, real-time lab instruction offers the advantage of providing faculty/teaching assistant–student interaction and communication in as close a mimic to the in-person experience as possible. − …”