Maintaining an Active Organic Class during the COVID-Induced Online Transition at Two Undergraduate Institutions

Baker, Aaron J.; Dannatt, Jonathan E.

doi:10.1021/acs.jchemed.0c00759

Cited by 12 publications

(14 citation statements)

References 17 publications

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“…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.…”

Section: ■ Introductionmentioning

confidence: 99%

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: ■ Introductionmentioning

confidence: 99%

Student Perceptions of Remote Chemistry Lecture Delivery Methods

Accettone

2021

J. Chem. Educ.

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“…Keeping active learning during distance teaching of an experimental course is challenging because the students are not doing the experiment. , In order to maintain their active participation, we asked them to do the activities outlined in the Pedagogical Approach section. The questionnaires Q1 and Q2B of Scheme were important because several subjects of the present project, related to green chemistry, were new to them.…”

Section: Resultsmentioning

confidence: 99%

Teaching the Undergraduate Laboratory During Pandemic Time: Using the Synthesis of a Biodiesel Model to Demonstrate Aspects of Green Chemistry

2021

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We report on a distance learning experimental project for chemistry-major students on the synthesis of ethyl dodecanoate (C11CO2Et), a model for biodiesel, considering green chemistry principles. Thus, we employed a recyclable acid catalyst (an ionic liquid) and used chemometrics and microwave heating (MW) to maximize reaction yield and reduce energy consumption. Acid-catalyzed esterification is an equilibrium that can be shifted to products by controlling reaction conditions. Of these, the students selected reaction time (t) and the molar ratio (ethanol/dodecanoic acid; χEtOH/C11CO2H); these were varied using the design of experiment (DOE) statistical method. We demonstrated that the C11CO2Et yield depends more on t than on χEtOH/C11CO2H. Relative to convection heating, the use of MW resulted in a better ester yield and less power consumption. To enhance the participation of the students, we stopped the video presentation of the experiment and asked them how to proceed to the next step (e.g., product separation; catalyst recycling). The students gave group seminars on themes related to green chemistry (nonconventional energy sources, recycling, etc.). This project introduces green chemistry principles in the undergraduate laboratory, while being safe and low-cost, and generates very little waste.

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“…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.…”

Section: ■ Introductionmentioning

confidence: 99%

“…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. 18 The mode(s) of instruction for the Spring 2021 semester at Pennsylvania State University (Penn State) were not certain, but it was known that the first 4 weeks would be entirely remote, and after that instructors and students would have the option of being either remote or in-person, assuming the initial all-remote period was not extended.…”

Section: ■ Introductionmentioning

confidence: 99%

“…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 …”

Section: Introductionmentioning

confidence: 99%

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

Silverberg

2021

J. Chem. Educ.

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In the Spring 2021 Organic Chemistry Lab class at Penn State Schuylkill, COVID-19 restrictions and uncertainty required a flexible plan. The first 4 weeks of 15 were fully remote, and videos of standard organic techniques were used, followed by an exam. In the next 5 weeks, some students were in the lab and some were remote. A document camera was used to show one of the in-class students carrying out reaction experiments, mistakes and all, and this was broadcast to the remote students. In the final 6 weeks, the in-class students did a research project, report, and short presentation. The remote students were given a new literature project in which they were each assigned a process research chemistry paper from Organic Process Research and Development. They gave a longer presentation on the process used to prepare a drug. All three parts of the course are discussed in this paper.

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Maintaining an Active Organic Class during the COVID-Induced Online Transition at Two Undergraduate Institutions

Cited by 12 publications

References 17 publications

Student Perceptions of Remote Chemistry Lecture Delivery Methods

Student Perceptions of Remote Chemistry Lecture Delivery Methods

Teaching the Undergraduate Laboratory During Pandemic Time: Using the Synthesis of a Biodiesel Model to Demonstrate Aspects of Green Chemistry

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

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