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Using Continuous Student Feedback to Course-Correct during COVID-19 for a Nonmajors Chemistry Course
Peer reviewed
Direct linkHwang, Candy S. – Journal of Chemical Education, 2020
The two major impetuses to improve STEM education are the shift to online learning and increasing active learning and engagement. Although the COVID-19 pandemic necessitated a rapid shift to online learning, this shift came at the cost of losing on-ground active learning strategies. This study provides descriptive analytical information on the…
Descriptors: STEM Education, COVID-19, Pandemics, Online Courses
