Insights and Initiatives While Teaching Organic Chemistry I and II with Laboratory Courses in the Time of COVID-19

Abstract

As the COVID-19 pandemic posed a great deal of challenge to the higher education community, the curricula for online instruction had to be developed in a very short time period. Adaptations for Organic Chemistry I and II with Laboratory courses have been made for the online transition in response to the pandemic, and the insights gained through individual and collaborative efforts are presented by Georgia Gwinnett College (GGC) Organic Chemistry faculty. Herein, course specific information with a distinction between lecture and lab and the analysis of student assessment and withdrawal provide insights into the virtual instruction. The initiative of instructors played a crucial role during the transition and for maintaining student engagement, and the insights will add valuable resources for further virtual or hybrid instruction.

Student Perceptions of Remote Chemistry Lecture Delivery Methods

“…For those electing for synchronous lecture delivery, many instructors took advantage of the capabilities within remote platforms to provide students with on-demand recordings of the lectures. [8][9][10][11][12][14][15][16][17][18]20,21,23,[29][30][31][32]34 This advantage of the virtual learning platform provided students with added flexibility in their course engagement, something not always present within traditional in-person classrooms.…”

“…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.…”

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

“…Several studies have proposed the usage of multimedia materials as a supplement to classical laboratory training. − A full replacement of laboratory work by tasks on a computer was also studied, for example, by picture- or video-assisted descriptions of the experiments. − Another alternative is modeling experimental work on a computer. − Despite the fact that the combination of practical work and multimedia materials can improve the learning outcome, the knowledge gained after a full replacement of practical work is still not comparable to that with actual experimental work …”

Three-Part Approach to Remote/Residential Organic Chemistry Lab During the COVID-19 Pandemic

“…15−17 Many instructors in the Spring 2020 semester thus opted to try to find a way to teach what is normally a hands-on course in a way that did not involve wet chemistry, but nonetheless taught the students what they would usually learn by doing. Methods used for organic lab classes included filming experiments, 3,7,9−11 data analysis, 3,4,9,11,13 simulations, 10 literature projects, 1,5,10 studentmade video presentations, 1,10 "choose your own adventure" modules, 8 virtual reality simulations, 6 and student funding proposals. 5 Kelley recently published a review of approaches taken by instructors in all chemistry courses during COVID-19.…”

“…A variety of approaches to organic lab have been described in which a rapid pivot to online learning was accomplished when COVID-19 caused campuses to close in the midst of the Spring 2020 semester. − “At-home” laboratories for organic chemistry were largely unavailable at the time, but two groups had reported creating some. , Recently, some more have appeared. − Many instructors in the Spring 2020 semester thus opted to try to find a way to teach what is normally a hands-on course in a way that did not involve wet chemistry, but nonetheless taught the students what they would usually learn by doing. Methods used for organic lab classes included filming experiments, ,,− data analysis, ,,,, simulations, literature projects, ,, student-made video presentations, , “choose your own adventure” modules, virtual reality simulations, and student funding proposals . Kelley recently published a review of approaches taken by instructors in all chemistry courses during COVID-19 …”