The Role of Communication in the Success/Failure of Remote Learning of Chemistry during COVID-19

Kollalpitiya, Konara Y.; Partigianoni, Colleen M.; Adsmond, Daniel A.

doi:10.1021/acs.jchemed.0c00772

Cited by 13 publications

(19 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The higher flexibility of the asynchronous delivery model was also noted as a significant benefit by students experiencing the Spring 2020 transition to remote learning. 19,20,22,32,34,35,37,40,42,53,54 Another significant benefit of asynchronous lecture delivery, as noted by the students, and also seen within recent literature, was the greater level of control it provided over the learning experience. 7,19,20,22,23,35,38,41,42,52 Specifically, students highlighted the ability to pause and rewind the lecture videos.…”

Section: Asynchronous Vs Synchronous Deliverymentioning

confidence: 84%

Student Perceptions of Remote Chemistry Lecture Delivery Methods

Accettone

2021

J. Chem. Educ.

View full text Add to dashboard Cite

Beginning in March 2020, instructors and students in educational institutions across the world have had to adapt to new virtual methods of teaching and learning. This study focused on obtaining the student perspective of remote chemistry lecture delivery methods across 13 Fall 2020 courses with students in varied majors of study and stages of degree completion. For students who experienced a mixture of asynchronous and synchronous content delivery within the same course, a majority of students preferred the asynchronous model. When all student participants were asked which content delivery model they would prefer, should remote learning continue, the majority of students indicated that a hybrid mixture of both asynchronous and synchronous opportunities would best support their learning. This was followed by a fully asynchronous model with fully synchronous being least preferred. While students in all years of study showed a preference for the hybrid model with even preferences for fully asynchronous and synchronous models, second-year students were more likely to select asynchronous learning over synchronous. For courses providing recorded synchronous content, the majority of students attended the live class, while a significant portion also made further use of the provided recordings, suggesting recorded content may be worth pursuing for future remote or in-person courses.

show abstract

Section: Asynchronous Vs Synchronous Deliverymentioning

confidence: 84%

Student Perceptions of Remote Chemistry Lecture Delivery Methods

Accettone

2021

J. Chem. Educ.

View full text Add to dashboard Cite

show abstract

“…Each teacher described instances where either they or a colleague had students enrolled in their class that simply did not respond at all. Communication with students has been identified as a crucial factor that influences the success of online learning (Garbe et al, 2020;Kollalpitiya et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Adaptation to Remote Teaching During Spring 2020 amidst COVID-19: Perspectives of High School Advanced Placement Statistics Teachers

Ober¹,

Carter

Coggins

et al. 2021

Preprint

View full text Add to dashboard Cite

During the Spring 2020 semester, K-12 teachers throughout many parts of the world adapted from face-to-face to online teaching. To better understand these experiences, seven advanced placement (AP) Statistics high school teachers were interviewed following a semi-structured protocol. Students who participate in the AP program and receive a satisfactory score on a cumulative exam are eligible for college transfer credit at many institutions throughout the U.S. and the world. A collaborative and consensus-driven analysis of transcripts revealed 12 distinct themes. The three most extensively discussed themes appeared to be assessment (19.11%), communication methods (12.23%), and use of online instructional approaches (11.90%). Teachers from schools that did not provide devices to students (i.e., not “one-to-one”) tended to report concerns around digital access more frequently (6.87%) and tended to express a more negative sentiment (Sentiment Mean=–.09) than teachers at schools that provided devices (5.69%; Sentiment Mean=1.35, p<.01). These findings highlight prevalent issues facing AP Statistics teachers during the abrupt transition to remote and online teaching and suggest a need for supporting teachers in developing familiarity with online teaching resources and strategies, especially in online and remote assessment practices.

show abstract

“…Our finding that students prefer recorded lectures to be broken into minilectures is corroborated by a number of other studies. Reports by both McCusker & Mohseni (2020) and Kollalpitiya (2020) suggested that students were unable to maintain attention during long recorded lectures. Sarju (2020) adopted shorter recordings to support the management of cognitive load, and found that these were valued by student, who viewed them in preference to full lecture recordings from a previous year that were also provided.…”

Section: Implications For Practicementioning

confidence: 99%

Student perspectives on online lectures during the Covid-19 lockdown

Read

Barnes

Wilson

2022

NDTPS

View full text Add to dashboard Cite

This article outlines an exploratory study that investigated students’ perceptions of the benefits and disadvantages of lecture recordings delivered as part of an introductory chemistry program in the UK during the COVID-19 lockdown in Spring 2020. Three features of these lecture recordings are considered: 1) the production of a series of mini-lectures rather than 50 minute recordings; 2) the inclusion of quiz questions in the video timeline; and 3) the inclusion of a picture-in-picture talking head showing the instructor alongside a captured screen. Analysis of survey data indicates that a majority of students felt that each of these features had a positive impact on their learning and/or experience, with a significant number expressing a preference for the retention of online lectures after the resumption of on-campus teaching. Qualitative data provides valuable insight regarding the specific aspects of the recorded lectures that were perceived to enhance the student experience, supporting the design of future provision both during and beyond the COVID-19 pandemic. The generalizability of the recommendations is also discussed, along with the limitations of the study.

show abstract

The Role of Communication in the Success/Failure of Remote Learning of Chemistry during COVID-19

Cited by 13 publications

References 6 publications

Student Perceptions of Remote Chemistry Lecture Delivery Methods

Student Perceptions of Remote Chemistry Lecture Delivery Methods

Adaptation to Remote Teaching During Spring 2020 amidst COVID-19: Perspectives of High School Advanced Placement Statistics Teachers

Student perspectives on online lectures during the Covid-19 lockdown

Contact Info

Product

Resources

About