Teaching Performance of Chemistry Teachers in Chinese Mainland during the COVID-19 Pandemic: A Content Analysis Study

Chen, Keyu; Lin, Jiayi; Wang, Zihan; Chen, Kai; Yang, Jing

doi:10.1021/acs.jchemed.2c00873

Cited by 5 publications

(5 citation statements)

References 31 publications

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“…The authorities provided better support for online classes, and the teachers were quite satisfied with it. 31 Furthermore, the teachers felt more confident in online teaching and, in general, they experienced fewer problems during online lessons. They were able to run their lessons more effectively, present experiments in more complex and interactive form, 21 and use more online tools and handwriting.…”

Section: Resultsmentioning

confidence: 97%

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Evolution after the Revolution: How Classical and Online School Chemistry Teaching Has Changed during the COVID-19 Pandemic?

Babinčáková,

Bernard

2024

J. Chem. Educ.

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Two years of the COVID-19 pandemic had a tremendous impact on education. In the beginning, teachers were shocked by compulsory online teaching; later, they had to cope with changing restrictions, distance, and blended and hybrid environments. Such a situation was particularly difficult for chemistry teachers, who not only were forced to find a way to organize classes focused on theoretical knowledge but also had to present various phenomena, reactions, and preferably, practice laboratory skills. This paper is focused on changes in chemistry teaching at the secondary school level after two years of the pandemic compared to the first lockouts. The study involved 28 chemistry teachers and their 110 students, all from Slovakian secondary schools, and was based on online questionnaires. Results revealed how online school chemistry teaching changed, what were the teachers' challenges and attitudes toward online teaching, and how the students perceived online chemistry lessons. It was found that various groups of teachers mastered elements of online teaching at different levels. There are still teachers who struggle with the basics of online teaching but also skilled teachers who can handle many online teaching features. However, all of them still require assistance in their development, covering methodological, technical, and equipment areas. Therefore, results of this study suggest which aspects of online education instructors should pay attention to during pre-and in-service teachers' training, so skills gained by teachers during the pandemic will not be lost, and which areas of online teaching are beneficial or difficult for students.

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Section: Resultsmentioning

confidence: 97%

“…It was evident that, after two years of the pandemic, the situation in schools has improved. The authorities provided better support for online classes, and the teachers were quite satisfied with it . Furthermore, the teachers felt more confident in online teaching and, in general, they experienced fewer problems during online lessons.…”

Section: Resultsmentioning

confidence: 99%

Evolution after the Revolution: How Classical and Online School Chemistry Teaching Has Changed during the COVID-19 Pandemic?

Babinčáková,

Bernard

2024

J. Chem. Educ.

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“…In 2018, China’s Ministry of Education launched the Education Informatization 2.0 Plan, aiming to foster the integration of education and the Internet. The COVID-19 pandemic and subsequent isolation measures further sped up the transition to online education [ 24 – 28 ]. Consequently, there’s a pressing demand for hybrid teaching methods fusing online and offline elements [ 29 ].…”

Section: Discussionmentioning

confidence: 99%

Application of flipped classroom combined with virtual simulation platform in clinical biochemistry practical course

Sun,

Liu,

Lian

et al. 2023

BMC Med Educ

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Background The study explores an innovative teaching mode that integrates Icourse, DingTalk, and online experimental simulation platforms to provide online theoretical and experimental resources for clinical biochemistry practical courses. These platforms, combined with flipped classroom teaching, aim to increase student engagement and benefit in practical courses, ultimately improving the effectiveness of clinical biochemistry practical teaching. Methods In a prospective cohort study, we examined the impact of integrating the Icourse and DingTalk platforms to provide theoretical knowledge resources and clinical cases to 48 medical laboratory science students from the 2019 and 2020 grades. Students were assigned to the experimental group using an overall sampling method, and had access to relevant videos through Icourse before and during class. Using a flipped classroom approach, students actively participated in the design, analysis, and discussion of the experimental technique. For the experimental operation part, students participated in virtual simulation experiments and actual experiments. Overall, the study aimed to evaluate students’ theoretical and operational performance after completing the practical course. To collect feedback, we distributed a questionnaire to students in the experimental group. For comparison, we included 42 students from the grades of 2017 and 2018 who received traditional instruction and were evaluated using standard textbooks as the control group. Results The experimental group scored significantly higher than the control group on both the theoretical and experimental operational tests (82.45 ± 3.76 vs. 76.36 ± 3.96, P = 0.0126; 92.03 ± 1.62 vs. 81.67 ± 4.19, P < 0.001). The survey revealed that the experimental group preferred the teaching mode that combined the flipped classroom with the virtual simulation platform. This mixed method effectively promoted understanding of basic knowledge (93.8%, 45/48), operative skills (89.6%, 43/48), learning interest (87.5%, 42/48), clinical thinking (85.4%, 41/48), self-learning ability (91.7%, 44/48), and overall satisfaction compared with traditional methods (P < 0.05). This study demonstrates that an innovative teaching approach significantly improves the quality of clinical biochemistry practical courses and promotes students’ professional development and self-directed learning habits. Conclusion Incorporating virtual simulation with flipped classrooms into clinical biochemistry practical teaching is an efficient and well-received alternative to traditional methods.

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“…One of the key features of MOOCs is their accessibility; anyone with an Internet connection can enroll in a course and learn at their own pace. 17 This flexibility makes it convenient for working professionals, students, and lifelong learners to acquire new knowledge and skills. Unlike MOOCs, SPOCs are designed for smaller groups of learners, allowing for more personalized attention and tailored instruction.…”

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confidence: 99%

“…MOOCs are large-scale online courses accessible to all, while SPOCs are designed for more specific groups of participants. One of the key features of MOOCs is their accessibility; anyone with an Internet connection can enroll in a course and learn at their own pace . This flexibility makes it convenient for working professionals, students, and lifelong learners to acquire new knowledge and skills.…”

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confidence: 99%

Exploration and Practice of Online–Offline Blended Teaching in Process Simulation Courses

Lin,

Chen,

Chen

et al. 2024

J. Chem. Educ.

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While process simulation tools offer immense potential in chemical engineering, effectively integrating them into the educational curriculum poses challenges. This work explored and practiced online−offline blended teaching in process simulation courses. The design of this blended course was based on a comparison of students' performances in fully online courses, Massive Open Online Courses (MOOCs) and Small Private Online Course (SPOCs). Approximately 2000 students from academic institutions or industries have participated in these online courses since 2021. The comparison between MOOCs and SPOCs encompassed participation rates and scores, revealing a preference among participants for hands-on software lectures over theoretical ones in the process simulation course. Based on the outcomes of online learning, we redesigned the online−offline blended course to optimize course arrangements, leveraging the complementary advantages of both online and offline instruction. This blended approach manifested in two key aspects: first, the online segment served as a precursor to the offline component, with the offline component acting as an evaluative measure of the online segment; second, the two-unit project-based online learning led to the redesigned five-unit offline instruction, which served as both a supplement and expansion to the two-unit online teaching. Furthermore, offline activities, such as error-correction exercises and case studies conducted through group learning, enhanced students' ability for open-ended and independent thinking and reinforced their understanding of innovation on process simulation, which was lacking in online learning.

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Teaching Performance of Chemistry Teachers in Chinese Mainland during the COVID-19 Pandemic: A Content Analysis Study

Cited by 5 publications

References 31 publications

Evolution after the Revolution: How Classical and Online School Chemistry Teaching Has Changed during the COVID-19 Pandemic?

Evolution after the Revolution: How Classical and Online School Chemistry Teaching Has Changed during the COVID-19 Pandemic?

Application of flipped classroom combined with virtual simulation platform in clinical biochemistry practical course

Exploration and Practice of Online–Offline Blended Teaching in Process Simulation Courses

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