Remote pandemic teaching in quantitative and instrumental chemical analysis courses at a Hispanic serving institution

Morales-Cruz, Ángel L.; Ortiz-Andrade, Bonny M.; Pilar-Albaladejo, Joselyn Del; Díaz-Vázquez, Liz M.; Rivera-González, Uriel; López-Mejías, Vilmalí

doi:10.1007/s00216-021-03243-5

Cited by 14 publications

(10 citation statements)

References 18 publications

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“…A number of instructors [ 7 , 11 , 13 , 31 ] found videoconference lectures to be less efficient and reported a slower pace than face-to-face courses, especially in relation to interaction with or amongst students. Although this was not particularly evident in our lectures, a largely slower pace of online interaction in synchronous lectures would impose a significant burden when the assigned class time is short, i.e.…”

Section: Discussionmentioning

confidence: 99%

On video lectures during remote teaching and beyond

2022

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Section: Discussionmentioning

confidence: 99%

On video lectures during remote teaching and beyond

2022

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“…This resource allows for an experimental learning environment even in the absence of tangible reagents or instruments; it is accessible at any time and from any location with minimal educational interaction. Several studies have shown that SPVEs help students understand complex topics and develop self-efficacy in scientific research (Morales-Cruz et al, 2021). The different methods remain updated, and instructors should stay abreast of these updates to enrich the learner experience.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Online course delivery, assessment, and student satisfaction: The case of Quantitative Chemical Analysis course in the time of COVID-19 pandemic

et al. 2022

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Background: The COVID-19 pandemic has transformed the concept and perception of normalcy, compelling instructors to switch from face-to-face to online instruction overnight. Meanwhile, the satisfaction of course learning outcomes remains a critical element of modern educational systems and should be monitored during online education. Objective: The purpose of this study was to describe the online delivery and assessment tools of a Quantitative Chemical Analysis course and evaluate student satisfaction. Methods: Formative and summative assessments were used to test students' learning and the application of Quantitative Chemical Analysis concepts using online teaching models. At the end of the semester, a Likert scale survey was sent to all students to get their feedback. Results: Students were extremely satisfied with online learning, believing that the course's intended learning outcomes were met, with student ability to perform calculations and evaluate errors, precision, and accuracy receiving the highest scores, and student ability to explore multiple solutions for a given problem receiving the lowest scores.

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“…Despite institutional and individual efforts, transition from face-to-face classroom/laboratory to virtual teaching was strenuous, particularly when overcoming the challenges of recreating a laboratory practicea mostly tangible and sensible experienceinto a virtual setting, with the consequential detriment in experimental learning. This condition was recurrent at different educational levels and in courses of different disciplines. , Common challenges for teachers and students related to the implementation of online chemistry courses were soon identified, and limitations were mentioned early. , Of course, successful strategies to teach chemistry courses in an online modality were implemented, but very few were directed to specific applications in Analytical Chemistry or Instrumental Analysis.…”

Section: Introductionmentioning

confidence: 99%

Instrumental Analysis Experience-Based Teaching before and during the COVID-19 Pandemic: Challenges and Opportunities

et al. 2023

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The COVID-19 outbreak represented a remarkable challenge in universities and colleges since it forced the transition from a face-to-face model in classrooms and laboratories to a remote, online model using computers, tablets, and cell phones. In Mexico and other Latin American countries, the return to educational activities was a slow-paced process. The lack of presential activities had a deep impact on education, particularly in under- and graduate Chemistry courses, where laboratory work allows students to develop skills and abilities by applying their knowledge to solve experimental problems. As a consequence, institutional and personal efforts were put together to overcome this situation. These efforts led to remarkable experiences and outcomes with high educational value. This work presents experiences and outcomes of the Instrumental Analysis course offered in the Chemistry Clinical Biologist bachelor program throughout three nonconsecutive semesters, each time on different contexts, to describe the challenges faced, and the emerging opportunities from the experience throughout the pandemic. Each experience is described in a case study. Case 1 exemplifies a regular, pre-COVID-19 semester, in 2019, in a fully face-to-face teaching modality. Case 2 describes a semester in the middle of the COVID-19 crisis in 2020, in a 100% online teaching modality. Finally, Case 3 presents a semester with low prevalence of COVID-19 cases, using a hybrid modality, in 2021. Our observations suggest significant differences related to the knowledge integration process when laboratory work was interrupted, and provide evidence about how online activities impacted the learning process in experimental chemistry courses.

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Remote pandemic teaching in quantitative and instrumental chemical analysis courses at a Hispanic serving institution

Cited by 14 publications

References 18 publications

On video lectures during remote teaching and beyond

On video lectures during remote teaching and beyond

Online course delivery, assessment, and student satisfaction: The case of Quantitative Chemical Analysis course in the time of COVID-19 pandemic

Instrumental Analysis Experience-Based Teaching before and during the COVID-19 Pandemic: Challenges and Opportunities

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