Ten strategies for a successful transition to remote learning: Lessons learned with a flipped course

Abstract

This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

Google Colab and Virtual Simulations: Practical e-Learning Tools to Support the Teaching of Thermodynamics and to Introduce Coding to Students

“… 68 In this way, interactive simulations that support multirepresentational fluency are considered critical by the chemistry education community. 69 There are various studies reporting the efforts made to overcome such deficiencies and offering suggestions of teaching approaches to enhance students’ learning (e.g., the blended learning approach, 70 flipped courses, 19 gamification, 71 active learning environment, 72 , 73 virtual lab simulations 69 , 74 ). All of these strategies attempt to engage students in active, constructive, and cooperative learning activities.…”

“… 15 The benefits of virtual simulations in teaching chemistry are no news and since long have been reported as complementary to practical chemistry exercises. 16 − 18 Recently, Garcia-Vedrenne et al described strategies for a successful transition to remote learning, 19 and Kawasaki et al explored the effectiveness and issues of remote teaching shift due to COVID-19. 20 Youmans presented an interesting report on how unique it is to teach during the COVID-19 pandemic in terms of other distance learning experiences.…”

Engaging Undergraduates in Research Experiences at a Distance: Insights and Recommendations for Remote UREs

“…Teaching applied research in a remote modality poses pedagogical and logistical challenges that require a combination of support such as providing necessary equipment to students, thoughtful remote program design, and focus on activities likely to be effective in a remote environment ( 25 ). Though challenging, unPAK’s remote URE in the summer of 2020 builds on scholarly evidence indicating that undergraduate students can gain research experience and analytical tools in remote research settings ( 25 , 26 ). In addition, unPAK’s remote program further demonstrates the success students can achieve with growing plants in remote settings and conducting data analysis projects ( 27 ).…”

“…Of significance, studies are emerging demonstrating the importance of using a variety of communication platforms and strategies for instructional and collaborative purposes, such as Zoom, Slack, Microsoft Teams, etc. ( 26 ), as these platforms increase inclusivity for student participation in remote settings ( 28 ). Our research demonstrates that the platform Slack, for example, provided the means for students to ask faculty questions in a more informal manner while also serving as a medium for students to bond (unPAK faculty created informal Slack channels for students) and address each other’s questions.…”

Online robotics technology course design by balancing workload and affect

“…If lessons were previously delivered in an instructor-centred manner, lessons are still conducted this way except virtually (Wong, 2021). If lessons used to be given in a flipped classroom format, students are still encouraged to complete pre-class work before their subsequent meetings (previously in-person now online) (Garcia-Vedrenne et al, 2020;Hew, Jia, Gonda, & Bai, 2020). Other approaches to transform robotics courses online include using asynchronous teaching mode (Birk et al, 2021) or adopting the Fully Online Learning Community model that accentuate transformative learning, openness, and collaboration (Havenga, 2020).…”