How COVID-19 Disrupted Our “Flipped” Freshman Organic Chemistry Course: Insights Gained from Singapore

Fung, Fun Man; Lam, Yulin

doi:10.1021/acs.jchemed.0c00590

Cited by 33 publications

(41 citation statements)

References 28 publications

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“…Conversely, this study has not detected such degree of dissatisfaction among students in view of the results [26,43,54]. The teaching experience acquired from the pandemic sheds light about strategies and practices to be kept after COVID times, since they are suitable to switch between blended and online classroom models [26,46,52]. Other studies show a high agreement among students that flipped teaching has promoted the development of valuable skills for their personal and professional future.…”

contrasting

confidence: 50%

“…Diverse studies focused on evaluating the readiness of lecturers and the feasibility of LMS [40,41], others on collecting students' perceptions [42][43][44], on analyzing the impact of the online format on studying at home [44,45], on learning achievements [46,47], and on the efficiency of flipped teaching methods [44,[48][49][50][51][52]]. It appears that blended learning methods have suffered less than other teaching approaches during this sudden shift to remote teaching [51].…”

Section: Introductionmentioning

confidence: 99%

“…Online higher education has taken a step forward, and, somehow, most lecturers are increasingly teaching online on a regular basis [50,52,56]. Instructors and administrators realized that physical attendance to classes is not linked to learning outcomes [46,48].…”

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confidence: 99%

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Some Web-Based Experiences from Flipped Classroom Techniques in AEC Modules during the COVID-19 Lockdown

et al. 2021

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The classroom closure during the first semester of 2020 entailed decisive changes in higher education. Universities have become more digital in both the availability of e-resources and pervasive devices and how students communicate with lecturers and classmates. Learners adapted their study habits with a growing role of self-paced, internet-based strategies. Some flipped learning approaches have proven their efficacy under the remote-teaching physical constraints. This study aimed to appraise the outcomes from the implementation of various web-based, learning-aid tools on flipped teaching approaches in engineering modules. The open educational resources (OER) performed satisfactorily during the lockdown period in three universities from two countries with similar higher education models. Such resources encompassed classroom response systems and web-based exercise repositories, designed for diverse purposes such as autonomous learning, self-correction, flipped classroom, peer assessment, and guided study. The acquired experiences reveal that OER helped students to enhance their engagement, reach the deeper levels of the cone of learning, and widen their range of learning abilities. This procedure is easily attainable for architecture, engineering, and construction (AEC) courses and lifelong learning settings. Feedback from students, instructors’ perceptions, and learning outcomes show the suitability and effectiveness of the web-based learning assistant procedure presented here.

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confidence: 50%

Section: Introductionmentioning

confidence: 99%

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Some Web-Based Experiences from Flipped Classroom Techniques in AEC Modules during the COVID-19 Lockdown

et al. 2021

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“…Due to its nature of moving lecture content before class, flipped learning seems to be an ideal strategy when the whole class has to be delivered remotely during a public health crisis such as the Covid-19 pandemic. However, it should be noted that whether flipped learning can be effectively implemented during the pandemic still depends on students' accessibility to Internet infrastructure as well as the availability of highly interactive communication software (Fung and Lam, 2020).…”

Section: Flipped Learningmentioning

confidence: 99%

Geotechnical and geoenvironmental engineering education during the pandemic

Jiang

Hanson

Vecchia

et al. 2021

Environmental Geotechnics

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This paper reports the impact of coronavirus disease 2019 on the practice and delivery of geotechnical and geoenvironmental engineering (GGE) education modules, including lectures, lab sessions, student assessments and research activities, based on the feedback from faculty members in 14 countries/regions around the world. Faculty members have since adopted a series of contingent measures to enhance teaching and learning experience during the pandemic, which includes facilitating active learning, exploring new teaching content related to public health, expanding e-learning resources, implementing more engaged and student-centred assessment and delivering highimpact integrated education and research. The key challenges that faculty members are facing appear to be how to maximise the flexibility of learning and meet physical distancing requirements without compromising learning outcomes, education equity and interpersonal interactions in the traditional face-to-face teaching. Despite the challenges imposed by the pandemic, this could also be a good opportunity for faculty members obliged to lecture, to rethink and revise the existing contents and approaches of professing GGE education. Three future opportunities namely, smart learning, flipped learning and interdisciplinary education, are identified. The changes could potentially provide students with a more resilient, engaged, interactive and technology-based learning environment.

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“…1 Most lectures and seminars have been converted into online courses, with vast amounts of information and guidelines having been published on this topic. 2 − 7 Since lectures and seminars are the main vehicles by which education takes place in all fields of study, information is available from many different sources. Open-access education, which is accessible worldwide, further facilitated such a transition from lecture halls to online media.…”

Section: Introductionmentioning

confidence: 99%

As Similar As Possible, As Different As Necessary — On-Site Laboratory Teaching during the COVID-19 Pandemic

et al. 2021

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Most of the available information on studying under the challenging conditions brought about by the COVID-19 pandemic emphasizes a variety of aspects on how to digitalize the whole teaching process. Thus, several useful and potentially game-changing strategies have been reported recently. In contrast to the digitalization of teaching, in this article, we focus on the reverse process: transitioning back to offline teaching, which is unavoidable especially for the acquisition of practical skills during chemistry studies. In this work, we describe our own experience acquired during the Organic Chemistry practical course at the University of Vienna, which was held in June 2020 and onwards. The article contains descriptions of precautions and measures that were taken, additional materials, and necessary changes made in order to safely continue on-site course teaching. We anticipate that this set of precautions can be used in an adapted fashion for any type of laboratory course. Further, we offer a critical analysis of students’ and instructors’ opinions concerning the changes and well-being during the course. Those opinions were collected via a detailed survey. From our experience, with careful planning and responsible behavior, a return to on-site education is possible and warmly welcomed by all involved participants. The detailed description of our course may also be useful for those who need to start a new organic laboratory course or want to improve an existing one.

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How COVID-19 Disrupted Our “Flipped” Freshman Organic Chemistry Course: Insights Gained from Singapore

Cited by 33 publications

References 28 publications

Some Web-Based Experiences from Flipped Classroom Techniques in AEC Modules during the COVID-19 Lockdown

Some Web-Based Experiences from Flipped Classroom Techniques in AEC Modules during the COVID-19 Lockdown

Geotechnical and geoenvironmental engineering education during the pandemic

As Similar As Possible, As Different As Necessary — On-Site Laboratory Teaching during the COVID-19 Pandemic

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