Chapter 4: Adapting Large Intro-level Chemistry Courses to Fully Remote or Hybrid Instruction
Published:12 Jul 2023
R. Iha, J. Luo, B. Lutes, and G. Szteinberg, in Digital Learning and Teaching in Chemistry, ed. Y. Dori, C. Ngai, and G. Szteinberg, The Royal Society of Chemistry, 2023, ch. 4, pp. 31-48.
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Due to COVID-19, educators had to quickly overhaul current practices to deliver quality instruction online, leading to planning semesters in hybrid or fully remote formats. We present adaptations implemented in three large lecture general and organic chemistry courses. All courses used Zoom differently, such as for synchronous lectures, recitation sections, and/or office hours. Some instructors chose to record sessions for students who could not attend synchronously. Instructors chose to use a flipped classroom approach, having students watch pre-recorded lectures before synchronous class and/or office hours. The different ways to engage students with the pre-recorded material ranged from (a) having students answer questions before gaining access to videos, (b) offering lecture review questions associated with each lecture video, or (c) offering opportunities to meet with instructors during help sessions/office hours. Instructors encouraged students to watch lecture videos at the designated time, to keep up with current material and form good time management skills. Asynchronous lectures allowed for a more equitable and inclusive environment because students had access and engagement with the course material at all times. We present anecdotal information demonstrating the pedagogical promise of these adaptations, and final course evaluation data to show students’ views on their educational experiences.