Teaching and learning became more challenging during the COVID-19 pandemic as classes moved online for both remote and hybrid learning. For hybrid learning, instructors harnessed various technologies to facilitate student–teacher engagement. Here we explored the use of an online collaborative platform, Miro Board, to aid teaching of organic chemistry for hybrid learning. We applied the revised Community of Inquiry (CoI) framework in our teaching exploration to support student–student and student–teacher interactions. Our experiences indicated that the use of Miro Board raises the social and learning presence in the revised CoI.

In light of the COVID-19 pandemic, the transition from traditional face-to-face lectures to online learning, as well as the adoption of technology-enabled active learning in the classroom, has been accelerated. Here, we introduce the use of Telegram as a technological tool to support remote learning by helping students identify gaps in their content knowledge with ease and convenience. This was done by designing a quiz based on relevant topics on the Telegram Quiz Bot, while adding an element of gamification, whereby students compete in group chats for correctness and speed. Overall, the majority of the students responded positively to the use of the Telegram Quiz Bot.

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