Reflections on “YouTestTube.com”: An Online Video-Sharing Platform To Engage Students with Chemistry Laboratory Classes

McClean, Stephen; McCartan, K; Meskin, S; Gorges, Beronia; Hagan, William

doi:10.1021/acs.jchemed.6b00045

Cited by 15 publications

(18 citation statements)

References 16 publications

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“…The authors had experiences trying several replacement strategies and found the following options that faculty might explore if e-learning persists as the default mode of teaching from the Fall of 2020. First, we substituted large-class review sessions by prerecording video presentations using video recording software and uploaded on LumiNUS. − For synchronous learning, we tried live streaming via online platforms such as YouTube and Facebook. − For small-group discussions, we used the breakout rooms on Zoom. This is especially important for flipped courses such as CM1121 .…”

Section: Substitutes For F2f Teaching Practicementioning

confidence: 99%

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

Fung

Lam

2020

J. Chem. Educ.

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COVID-19 has besieged academic institutions worldwide. As countries closed their international borders and imposed lockdowns, faculty have faced unprecedented challenges in finding alternative modes of teaching and assessment as replacements for the traditional face-to-face classes. In this piece, we describe the journey of the chemistry instructors in managing and overcoming the disruptions we faced teaching a freshman organic course in the time of tight safety measures. We describe the change in assessment modes in our course and the impacts of such changes to our students’ academic performance and to our faculty’s teaching feedback ratings.

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Section: Substitutes For F2f Teaching Practicementioning

confidence: 99%

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

Fung

Lam

2020

J. Chem. Educ.

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“…Though technology can be adapted for online teaching and learning, F2F classroom teaching better provides a teacher–student interaction for improved student learning outcomes. , This is because F2F classroom teaching provides a social context and immediate feedback to the students on subject matter topics they are learning. , However, online teaching offers flexibility in learning and helps low-confidence learners via a variety of platforms for studying and learning. Therefore, applying both methods of teaching (blended learning) could enhance student learning through the creation of an engaging environment. ,,− …”

Section: Introductionmentioning

confidence: 99%

An International Perspective: Teaching Chemistry and Engaging Students During the COVID-19 Pandemic

Tigaa

Sonawane²

2020

J. Chem. Educ.

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The COVID-19 pandemic has caused the loss of many lives and transformed the global educational system. This has resulted in a rapid transition from face-to-face classroom meetings to online education delivery. Online education provides another opportunity to engage students during crises, such as pandemics. However, during the transition to online education, both students and educators faced tremendous challenges, especially at rural locations. To shed light on these experiences, we conducted a survey to learn more about student learning and engagement in two similarly sized institutions in Dhule, India, and St. Cloud, USA. The data collected provides an insight into student engagement and their learning during the crisis. About 49% of participants from Dhule reported that internet issues were a major challenge they faced, while 19% of participants reported a financial burden as a major challenge met during the pandemic. In comparison, 63% of participants from St. Cloud reported that internet issues were a major challenge they faced, while 11% of participants reported financial burden as a major challenge they faced. However, only 22% and 9% of the students from Dhule and St. Cloud, respectively, rated the level of chemistry learned during the crisis as exceptional. Through analysis of these results, strategies to overcome some of the challenges and improve student learning outcomes are presented.

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“…While the mean comfort level for the virtual presentation was slightly lower, consistent with the lack of experience (Figure A), >80% of students indicated a comfort level of at least 3 (moderate comfortability) for either format. This perceived comfortability with the virtual presentation format, even without prior experience in a course project, can be attributed to current students’ everyday exposure to and “informal” training with video producing and uploading to sites such as YouTube. ,− While some students may still prefer a more traditional project format, students’ propensity for social media and new technologies generally instills a high level of confidence when tasked with communicating via a video presentation in a new setting.…”

Section: Resultsmentioning

confidence: 99%

Virtual versus In-Person Presentation as a Project Deliverable Differentially Impacts Student Engaged-Learning Outcomes in a Chemical Engineering Core Course

et al. 2021

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Over the past decade, the increasingly globalized society has continually redefined the qualities and skills of an ideal engineering graduate for industry and academic careers, and, more recently, in light of a global pandemic in 2020, the pedagogical environment has shifted toward a virtual classroom setting. Because the engineering and social challenges of the modern world are rapidly evolving, it is important to adapt teaching methods that reflect these changing times. An increasingly attractive teaching method in the engineering classroom is project-based learning (PBL), which is known to improve engaged-learning outcomes, such as creativity, risk taking, social responsibility, teamwork, self-confidence, and communication. However, it is still unclear how various PBL practices differentially impact these engaged-learning outcomes. Toward the goal of elucidating this, the impact of two different project formats, a virtual presentation versus an in-person presentation, was evaluated for a junior-level chemical engineering core course, Mass and Heat Transfer, over 2 years (248 students total). In surveys conducted after the projects were completed, students were asked to what degree the project improved each of the learning outcomes on a scale of 0 (no impact) to 10 (great impact). Data from these postproject surveys showed no statistically significant differences in impact on teamwork, self-confidence, and communication skills between the two groups. However, the virtual presentation had statistically significant greater positive impacts on student creativity [mean score: 8.9/10 (virtual) vs 7.7/10 (in-person); p < 0.001] and risk taking [mean score: 7.7/10 (virtual) vs 6.1/10 (in-person); p < 0.001], whereas the in-person presentation had a significantly more positive impact on social responsibility [mean score: 6.5/10 (in-person) vs 5.5/10 (virtual); p < 0.05]. Qualitative insights into these results were gathered from discussions with students in focus groups. The results of this study underscore the unique advantages associated with different presentation formats. From the perspective of the current transitions to online learning, the results suggest that changing project deliverables from an in-person to a virtual format may actually yield net gains in engaged-learning outcomes.

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Reflections on “YouTestTube.com”: An Online Video-Sharing Platform To Engage Students with Chemistry Laboratory Classes

Cited by 15 publications

References 16 publications

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

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

An International Perspective: Teaching Chemistry and Engaging Students During the COVID-19 Pandemic

Virtual versus In-Person Presentation as a Project Deliverable Differentially Impacts Student Engaged-Learning Outcomes in a Chemical Engineering Core Course

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