Implications for the Use of PowerPoint, Classroom Response Systems, Teams, and Whiteboard to Enhance Online Teaching of Chemistry Subjects in Community College

Chiu, Wang-Kin

doi:10.1021/acs.jchemed.0c00830

Cited by 15 publications

(9 citation statements)

References 32 publications

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“…To address the experiences of educators in the field of chemistry during the early transitions to remote learning caused by the COVID-19 pandemic, a special issue on insights gained while teaching chemistry during this time was published in this Journal in Summer 2020. The simplest of emergency remote transitions utilized by instructors was the exchange of in-person instruction with synchronous remote alternatives. − In general, the synchronous environment was thought to best maintain the face-to-face experience of a variety of teaching styles utilized within the initial portion of the term, prior to shutdowns. Added benefits that came with the use of online synchronous platforms included the addition of chat functions for students to interact with their instructor and each other as well as breakout rooms for the facilitation of small group peer-learning and discussion.…”

Section: Introductionsupporting

confidence: 88%

Student Perceptions of Remote Chemistry Lecture Delivery Methods

Accettone

2021

J. Chem. Educ.

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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.

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Section: Introductionsupporting

confidence: 88%

Student Perceptions of Remote Chemistry Lecture Delivery Methods

Accettone

2021

J. Chem. Educ.

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“…We used a number of strategies to gauge how students were feeling at the beginning of the class, including informal polling, or asking students to write a hashtag or “a rose and a thorn” representing their week or to respond to open-ended questions in the chat. Students seemed very comfortable contributing to the chat ,− and answering follow-up questions about their comments, similar to the way they might at the beginning of an F2F class.…”

Section: Challenges Of Remote Learningmentioning

confidence: 97%

“…While others have described how iPads or other tablet computers can be used for paperless delivery of course content and assignment submission, − molecular visualization, and student engagement in learning activities outside of class time, there are only a few examples of how iPads can be used to engage chemistry students during lectures. − To the best of our knowledge, no one has described how video conferencing and iPad devices can be used in concert to promote active learning during web-enabled instruction and to accommodate individual student circumstances by providing scaffolded asynchronous content.…”

Section: Introductionmentioning

confidence: 99%

Overcoming the Challenges of Remote Instruction: Using Mobile Technology to Promote Active Learning

et al. 2021

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During the Spring 2020 semester, many institutions abruptly transitioned their courses from face-to-face instruction to remote learning in response to the COVID-19 pandemic. To address the unique challenges posed by the remote teaching and learning modality, our department used mobile technology to adapt empirically validated instructional strategies for use in our remote courses. At Merrimack College, all faculty and students have iPads and Apple Pencils, and the members of the Department of Chemistry and Biochemistry have incorporated this mobile technology into all of our course offerings. Our continued use of this technology eased the transition for both faculty and students by promoting course continuity and decreasing the cognitive load imposed by the transition. Survey responses suggest that students appreciated the structure provided by scaffolded course materials and synchronous class meetings, which helped keep them engaged in their chemistry courses. Coupling active learning instruction with the Zoom video conferencing platform allowed students to connect with the instructor and other students; this was highly valued by our students. Overall, we can conclude that universal access to technology, creating community using videoconferencing software, and intentional pedagogical choices to incorporate active learning created a positive learning environment for students.

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“…The frequent occurrence of “professional development” and its connection to “curriculum” and varying student‐centered instructional approaches suggest the pressing needs, challenges or opportunities of supporting faculty in providing effective online instruction (eg, Ó Ceallaigh, 2021 ; Rupnow et al., 2020 ). Regarding technology, many studies investigated how clickers, videos, YouTube and online platforms supported student learning (eg, Alfayez, 2021 ; Chiu, 2020 ).…”

Section: Resultsmentioning

confidence: 99%

Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID‐19

Zhang

Carter

Qian

et al. 2022

Brit J Educational Tech

142

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This paper aimed to provide a holistic view of research that investigated online learning in higher education around the globe during COVID-19 utilizing a bibliometric analysis. The researchers used co-citation analysis and text mining afforded by VOSviewer to document and analyze research patterns and topics reported in peer-reviewed documents published between January 2020 and August 2021. Findings of this study indicated that scholars from 103 countries or regions from the Global North and Global South investigated a wide array of topics, such as use of various technologies and strategies, redesigned curriculum, student perceptions and psychological impacts of the pandemic-imposed online learning. Many researchers applied technology acceptance theories and structural equation modeling to investigate factors associated with adoption and impacts of the pandemic-imposed online learning. Of the large quantity of research, medical education and chemical education were the most investigated disciplines. Inquiry-based learning, discovery learning, hands-on learning and collaborative learning emerged as instructional approaches frequently discussed or utilized across the target studies. This paper discussed

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Implications for the Use of PowerPoint, Classroom Response Systems, Teams, and Whiteboard to Enhance Online Teaching of Chemistry Subjects in Community College

Cited by 15 publications

References 32 publications

Student Perceptions of Remote Chemistry Lecture Delivery Methods

Student Perceptions of Remote Chemistry Lecture Delivery Methods

Overcoming the Challenges of Remote Instruction: Using Mobile Technology to Promote Active Learning

Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID‐19

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