Personalized Distance-Learning Experience through Virtual Oral Examinations in an Undergraduate Biochemistry Course

Abstract

In-person interactions between faculty and students personalize the learning experience and are the hallmark of primarily undergraduate institutions. These invaluable student− faculty interactions were disrupted during the 2019 SARS-CoV-2 global pandemic and led to a rapid, unprecedented shift to distance-learning. Within the space of virtual distance-learning, individualized interactions and assessments of student-learning were largely relegated to online exams and quizzes administered via computer randomized multiple-choice, matching, true−false, and fillin-the-blank type questions. This article describes the implementation of a virtual oral examination in an undergraduate biochemistry course at Towson University. Individual oral exams were arranged during the last 2 weeks of the semester and replaced a traditional written final exam. Each oral exam was conducted via Webex and had an average time of 20 min. On the basis of detailed, anonymous student feedback and survey data collected, the oral exam experience was valued by the students, and students agreed that participation in the oral exam personalized the distance-learning experience.

Obstacles to Applying Electronic Exams amidst the COVID-19 Pandemic: An Exploratory Study in the Palestinian Universities in Gaza

“…Thus, to prevent some of the effects of the obstacles on applying electronic exams, university teachers can, for instance, alter questions to mitigate fraud or similar situations, such as asking questions that are not easy to answer from books or the internet, and you may add a timer to each question to limit the time to search for the answer anywhere [44]. For certain courses, replacing written exams with remote oral exams (by videoconferencing or by phone) might be an option [72,100]. Problems connected to stress and unfamiliarity with e-exam formats can be addressed, particularly if asynchronous exam formats are used [78] and sufficient time is allowed to complete them.…”

“…ERT Novikov, Klyachko et al [69]; Kamal et al; Ana; Kuhlmeier et al;Jamieson[67]; Kamber[72]; Gudino Paredes et al[73]; Gormaz-Lobos et al[66];Khan et al; Arora et al [74]; Gottipati & Shankararaman; Alshurideh et al [26]; Jawad & Shalash [75]; Lassoued et al [37]; Bashitialshaaer et al [38]; Almusharraf & Khahro [68]; Alfiras et al [76]; Usher et al Goldberg; Harris et al [57]; Goff et al; Adzima; Jia & He; Khan & Alotaibi; Gudino Paredes et al [73]; Jaramillo-Morillo et al Alshurideh et al [26]; Kamber [72]; Gudino Paredes et al [73]; Arora et al [74] United Arab Emirates, USA, Mexico, India…”

Basic Cheminformatics Course for First-Year Chemistry Students

“…During such an educational and workspace unprecedented crisis, new technology for teaching and learning is required. Many rapid challenges in the courses, asynchronous or synchronous teaching, various workspaces, and social networks were used by educators worldwide. − Rapid adaptation from classical/traditional approaches to the online networks, interactive platforms, and social distancing leads to various problems of educational stimulation, motivation, and a social and cognitive crisis for the students and educators. ,− Technical failures with online platforms, internet equipment, and the lack of working space at home greatly complicate work and learning. ,, …”

The Challenges and Value of Undergraduate Oral Exams in the Physical Chemistry Classroom: A Useful Tool in the Assessment Toolbox

“…Oral examinations are a well-established, valuable assessment practice that dates back to 16th-century universities in England. , In the United States, oral exams are common practice for thesis and dissertation defenses in graduate chemistry education but are a less common practice in chemistry undergraduate curricula. Before the COVID-19 pandemic, only a handful of literature cited the use of oral exams in undergraduate chemistry curricula despite Joseph A. Muldoon presenting an argument for the advantages of oral quizzes over written tests to the Washington Association of Chemistry Teachers in 1925. ,− Outside of chemistry, there are reports of using oral exams in both STEM and non-STEM undergraduate courses including biology, math, computer science, engineering, physics, pharmacology, geography, psychology, diversity and race, business, and sports management. − Since the publication of the three reports on oral exams in JCE’s Special Issue in September 2020, − there have been reports of remote oral exams in a biochemistry course and a human physiology course but no published accounts of the continued use of oral exams in the undergraduate physical chemistry curriculum.…”