Using Continuous Student Feedback to Course-Correct during COVID-19 for a Nonmajors Chemistry Course

Abstract

The two major impetuses to improve STEM education are the shift to online learning and increasing active learning and engagement. Although the COVID-19 pandemic necessitated a rapid shift to online learning, this shift came at the cost of losing on-ground active learning strategies. This study provides descriptive analytical information on the impact of COVID-19 as it relates to student engagement, attendance, and viewership of video-recorded lectures for a nonmajors chemistry course. After the shift online, lecture video views significantly increased and weekly attendance significantly decreased. Prior to the pandemic, on-ground engagement via an active learning activity (i.e., Plickers) was significantly associated with on-ground achievement (i.e., exam 1). However, no significant association was found between online engagement (i.e., written responses/feedback submitted via a learning management system, referred to as LMS student feedback) and online achievement (i.e., final exam), potentially because the engagement resembled a formative assessment more than an active learning activity. Nonetheless, there was tremendous value in soliciting LMS student feedback for directing the course. Throughout the online period, there was an average of 112 responses per assignment, for a total of 1,344 responses, representing roughly a third of the students. Finally, analyses revealed no significant association of on-ground and online engagement, which suggests a different subset of students engaged while on-ground vs online. Instructors should highly consider soliciting weekly feedback through low-stakes assignments to gauge student learning and improve their courses while online.

A systematic review on trends in using Moodle for teaching and learning

“…Many educational institutions have effectively used LMSs and continue to research the effectiveness of using various types of LMSs. Recent studies focussing on STEM education suggest that various LMSs and associated tools increase student engagement, motivation, collaboration (Araya & Collanqui, 2021 ; Campbell et al, 2020 ; Hwang, 2020 ; Jones et al, 2021 ), performance, retention, and critical thinking (Alkholy et al, 2015 ; Ardianti et al, 2020 ; Bernacki et al, 2020 ; Cadaret & Yates, 2018 ; Hempel et al, 2020 ; Oguguo et al, 2021 ). In addition, LMSs allow STEM educators to track learning outcomes, predict achievements (for early detection of students at risk), and then use the identified information to adapt and modify teaching practices (Dominguez et al, 2016 ; Hempel et al, 2020 ; Price et al, 2021 ; Sergis et al, 2017 ; Zakaria et al, 2019 ; Zheng et al, 2019 ).…”

“…Many educational institutions have effectively used LMSs and continue to research the effectiveness of using various types of LMSs. Recent studies focussing on STEM education suggest that various LMSs and Page 2 of 24 Gamage et al International Journal of STEM Education (2022) 9:9 associated tools increase student engagement, motivation, collaboration (Araya & Collanqui, 2021;Campbell et al, 2020;Hwang, 2020;Jones et al, 2021), performance, retention, and critical thinking (Alkholy et al, 2015;Ardianti et al, 2020;Bernacki et al, 2020;Cadaret & Yates, 2018;Hempel et al, 2020;Oguguo et al, 2021).…”

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

“…For instance, multiple studies found that students in chemistry courses struggled with staying motivated and engaged after the transition to online learning ( 5 , 10 ). 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 ).…”

Pedagogical transitions experienced by higher education faculty members – “Pre-Covid to Covid”

“…A prolific number of papers have been published since the onset of the Covid pandemic as to the impact of online classes/learning as there was an abrupt shift to online classes by faculty of HEIs globally (Adedoyin and Soykan, 2020; Bao, 2020; Cho, 2020; Fernandez and Shaw, 2020; Hwang, 2020; Rapanta et al , 2020). Researchers such as Govindarajan and Srivastava (2020) and Krishnamurthy (2020) discussed that the Coronavirus pandemic has forced global experimentation with remote teaching (Bapna, 2020) collaborated on a first-of-its-kind global survey report on the impact of Covid-19 on education.…”

“…The pandemic of Covid resulted in drastic measures adopted by the academic leaders and educators of HEIs (Adedoyin and Soykan, 2020; Bao, 2020; Fernandez and Shaw, 2020; Hwang, 2020; Nguyen and Huynh, 2020; Rapanta et al , 2020). This study aimed to investigate the pedagogical transitions from PC (a period before March 2020) to C period and suggest areas of development for current and future academic leaders, policymakers, curriculum managers and faculty.…”