Student Feedback on Distance Learning in the Quantitative Chemical Analysis Laboratory

Dickson‐Karn, Nicole M.

doi:10.1021/acs.jchemed.0c00578

Cited by 21 publications

(23 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In a survey of one lecture-based course, the students who participated in optional active learning activities in person were different from those who participated after the transition to remote learning ( 11 ). STEM students from multiple disciplines shared that they were concerned about losing hands-on experience in practical laboratories ( 12 , 13 ). The loss of in-person classes made the adjustment to online teaching especially difficult in STEM courses because hands-on experiences and inquiry in practice-based labs foster student learning and applied skills ( 13 ).…”

Section: Introductionmentioning

confidence: 99%

Student Engagement Declines in STEM Undergraduates during COVID-19–Driven Remote Learning

Wester

Walsh

Arango-Caro

et al. 2021

J Microbiol Biol Educ.

115

View full text Add to dashboard Cite

We examined how the shift in learning environment from in-person to online classes, due to the COVID-19 pandemic, impacted three constructs of student engagement: behavioral engagement, including students’ frequency of participating in class discussions, meeting with instructors, and studying with peers outside of class; cognitive engagement, including students’ sense of belonging and self-efficacy; and emotional engagement, including students’ attitudes toward science, their perceived value of the course, and their stress. Seventy-three undergraduate STEM students from across the country completed five-point Likert-style surveys in these areas of student engagement, both prior to their science course transitioning online and at the end of the spring 2020 semester.

show abstract

Section: Introductionmentioning

confidence: 99%

Student Engagement Declines in STEM Undergraduates during COVID-19–Driven Remote Learning

Wester

Walsh

Arango-Caro

et al. 2021

J Microbiol Biol Educ.

115

View full text Add to dashboard Cite

show abstract

“…The recent and forced shift to online learning as a result of the pandemic has led instructors across the world to try a variety of distance laboratory delivery strategies, both established and innovative. Although entire online courses have been taught using simulations, other delivery methods and formats have included prerecorded laboratories, livestreamed laboratories, at-home laboratories, virtual reality activities, and the use of learning management systems to create choose-your-own-adventure experiments. − Important considerations in the choice of format are the support of student interaction and engagement and an ability to develop an experience in which students perceive themselves to have a personal stake in the experiment because students can struggle with writing reports for experiments they did not perform themselves …”

Section: Introductionmentioning

confidence: 99%

“…26−33 Important considerations in the choice of format are the support of student interaction and engagement and an ability to develop an experience in which students perceive themselves to have a personal stake in the experiment because students can struggle with writing reports for experiments they did not perform themselves. 34 Student feedback regarding online classroom and laboratory experience due to emergency remote teaching is plentiful, and the overall student experience has generally been poor, 35−37 with significant concerns regarding barriers to communication with instructors and peers, leading to reduced motivation and opportunities for meaningful group work. 38−41 Overall student and instructor opinion on the efficacy of online and virtual laboratories is mixed, which may be in part to differing perceptions about the nature of the learning objectives for laboratory instruction.…”

Section: ■ Introductionmentioning

confidence: 99%

Student Satisfaction with Synchronous Online Organic Chemistry Laboratories: Prerecorded Video vs Livestream

Petillion

McNeil

2021

J. Chem. Educ.

View full text Add to dashboard Cite

The widespread transition to online teaching as a result of the global pandemic moved chemistry laboratory experiences online. At UBC's Okanagan campus, organic chemistry laboratory instruction was delivered synchronously to maximize student interactions with their teaching assistants. Two methods of online delivery were employed: (1) students gathered with a teaching assistant via Zoom to watch a prerecorded video of the laboratory procedure and (2) students gathered on Zoom to watch a livestream of the teaching assistant performing the experiment in the laboratory. A single TA implemented both methods, one in each of two laboratory sections. Student satisfaction with the two delivery methods was compared using a survey and semistructured interviews. Overall, the livestream section received significantly more positive feedback in all aspects, including student investment, perceived conceptual gains, understanding of glassware and techniques, ability to make proper experimental observations, engagement in critical thinking and problem-solving, and general satisfaction with their online lab experience. However, students expressed the belief that the primary role of a teaching laboratory is hands-on experience with chemistry equipment and techniques and that their experience was lacking in this aspect regardless of the lab delivery method. Students described two principal advantages of the livestream delivery. One was the inclusion of opportunities to witness mistakes or unexpected outcomes and then having to take part in the development of a resolution to address those errors; such opportunities were absent for students watching a prerecorded and edited video with a predetermined conclusion. A second aspect was that waiting periods inherent in the live performance of an experimental procedure allowed for unstructured interactions among students and the TA, both to discuss the experiment and to simply socialize. Overall, students believed that neither pedagogy compared favorably to a traditional in-person teaching laboratory experience, but the livestream method proved to be a highly superior approach for a synchronous online laboratory.

show abstract

“…Especially in science and engineering, the lack of practical skills and experience in analyzing and interpreting data is most problematic, which could have long-term consequences at a higher level of study or when entering a job market [40]. Chemistry students reported having problems writing laboratory reports for experiments that were not actually performed, demonstrating the importance of being present in the laboratory for understanding the subject of study [41]. However, incorporating virtual simulations of exercises into online education could, to some extent, improve students' acceptance of online laboratory exercises [42].…”

Section: Comparison Of Online and Traditional Educational Process-the...mentioning

confidence: 99%

Difference in the Attitude of Students and Employees of the University of Ljubljana towards Work from Home and Online Education: Lessons from COVID-19 Pandemic

et al. 2021

View full text Add to dashboard Cite

The COVID-19 pandemic caused a large and involuntary shift to work from home (WFH) or teleworking, and widespread adoption of web-based platforms. This study aims to uncover the attitude and perception of WFH and online education among students and employees of the University of Ljubljana. A web-based questionnaire survey was conducted in November 2020, and more than 1300 valid responses were received. The lack of daily commuting, improved eating habits, and more time available for a family were the main reported advantages of WFH. The main issues, highlighted by respondents, were higher stress levels, lower study/work efficiency, and poorer working environment at home. When comparing the online educational process with the traditional one, the absence of traditional laboratory work, inadequate social interactions, and limitations of online knowledge assessment were identified as drawbacks by both students and educators. A significant difference between students and educators was observed in their opinion on the efficiency of online lectures compared to traditional ones, with the former being significantly more favored by students than educators. Overall, the majority of the respondents from all groups wish for the pre-COVID-19 study/work mode to be established as soon as possible. This implies that the perceived drawbacks of online education outweigh its advantages.

show abstract

Student Feedback on Distance Learning in the Quantitative Chemical Analysis Laboratory

Cited by 21 publications

References 37 publications

Student Engagement Declines in STEM Undergraduates during COVID-19–Driven Remote Learning

Student Engagement Declines in STEM Undergraduates during COVID-19–Driven Remote Learning

Student Satisfaction with Synchronous Online Organic Chemistry Laboratories: Prerecorded Video vs Livestream

Difference in the Attitude of Students and Employees of the University of Ljubljana towards Work from Home and Online Education: Lessons from COVID-19 Pandemic

Contact Info

Product

Resources

About