The Whiplash of a COVID-19 Teaching Pivot and the Lessons Learned for the Future

Donovan, William

doi:10.1021/acs.jchemed.0c00755

Cited by 11 publications

(16 citation statements)

References 15 publications

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“…10,19−22,35−43 One instructor reported utilizing recorded Panopto lectures from previous iterations of the course to simplify the transition to asynchronous learning. 43 For most instructors, however, this transition involved putting forth a significant effort toward the creation of course specific videos designed to cover the remaining course content. Prior to the COVID-19 pandemic, purposely designed recorded lectures and instructional videos have been used successfully in the delivery of chemistry content.…”

Section: ■ Introductionmentioning

confidence: 99%

“…59 Other instructors have similarly recognized the usefulness of the flipped approach for future remote learning requirements. 37,43 The remote Fall 2020 semester offered the opportunity to investigate the student perception of various remote lecture delivery methods utilized by faculty across the Department of Chemistry at Trent University. By investigating the student perspective within the Fall 2020 term, student perceptions of remote lecture delivery methods could be gathered within purposely designed remote chemistry courses, rather than obtaining perceptions from a rapid midsemester transition.…”

Section: ■ Introductionmentioning

confidence: 99%

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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%

Section: ■ Introductionmentioning

confidence: 99%

Student Perceptions of Remote Chemistry Lecture Delivery Methods

Accettone

2021

J. Chem. Educ.

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“…In contrast, classmates mostly use the same solution style taught. Furthermore, due to a typographical issue, tutoring websites may direct pupils to wrong responses (Donovan, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Practical randomly selected question exam design to address replicated and sequential questions in online examinations

Elkhatat

2022

Int J Educ Integr

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Examinations form part of the assessment processes that constitute the basis for benchmarking individual educational progress, and must consequently fulfill credibility, reliability, and transparency standards in order to promote learning outcomes and ensure academic integrity. A randomly selected question examination (RSQE) is considered to be an effective solution to mitigate sharing of questions between students by addressing replicated inter-examination questions that compromise examination integrity and sequential intra- examination questions that compromise examination comprehensivity. In this study, a Monte Carlo approach was used to design six examination schemes for the purpose of generating and evaluating 600 RSQEs in order to investigate the effects of RSQE design on replicated inter-examination and sequential and intra-examination questions. Results revealed that the number of randomly selected questions from the pool and the number of sub-pools inversely affected the replication and sequencing of the examination questions. Thus, by designing the RSQE in many sub-pools, in equivalence to the number of examination questions and selecting only one question from each sub-pool, and updating the sub-pools after each examination, the passing of information can be prevented, ensuring the integrity of the examinations.

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“…The exam has a compulsory data handling section (20% of final grade) with students completing an additional two out of four optional questions (30% of final grade). teaching assistants or instructors, 4,17 or have generated data themselves using simulations. 9 Assessing students fairly and robustly is challenging in an online environment.…”

mentioning

confidence: 99%

“…A range of solutions have been proposed for moving in-person laboratories online in response to the pandemic (reviewed recently by Kelley). Videos, − live online streaming, , simulations, − and virtual or augmented reality have been used as interactive lab replacements. Alternatively, students have conducted experiments at home using bespoke or commercial kits. − To teach data processing skills, students have been supplied with historical data sets, ,,, with data generated by teaching assistants or instructors, , or have generated data themselves using simulations .…”

mentioning

confidence: 99%

Unique Data Sets and Bespoke Laboratory Videos: Teaching and Assessing of Experimental Methods and Data Analysis in a Pandemic

Harmer

Hill

2021

J. Chem. Educ.

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The COVID-19 pandemic necessitated the move to online teaching and assessment. This has created challenges in teaching laboratory skills and producing assessments that are robust and fair. Our solution was to use bespoke laboratory videos to provide laboratory training and to generate unique data sets for each student in coursework and exams. For assessments, R was used to produce student data packs comprising data and images, and associated staff answer files with plotted data and worked answers. In the new open-book online environment, this approach enabled us to create assessments that were the students’ own work with no evidence of student collusion. We observed no difference in student performance for the coursework or exam: The mean and median marks for the course remained the same as in previous years.

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The Whiplash of a COVID-19 Teaching Pivot and the Lessons Learned for the Future

Cited by 11 publications

References 15 publications

Student Perceptions of Remote Chemistry Lecture Delivery Methods

Student Perceptions of Remote Chemistry Lecture Delivery Methods

Practical randomly selected question exam design to address replicated and sequential questions in online examinations

Unique Data Sets and Bespoke Laboratory Videos: Teaching and Assessing of Experimental Methods and Data Analysis in a Pandemic

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