ERIC Number: EJ1273629
Record Type: Journal
Publication Date: 2020-Sep
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9584
EISSN: N/A
Rapid Adaptation of a Traditional Introductory Lecture Course on Catalysis into Content for Remote Delivery Online in Response to Global Pandemic
Journal of Chemical Education, v97 n9 p2590-2597 Sep 2020
The social distancing measures introduced to prevent the spread of COVID-19 have led to the rapid redesign of chemistry instruction in higher education from face-to-face to online delivery. The design, implementation, and evaluation of a redeveloped undergraduate level course on catalysis which was delivered to 188 students (including 22 natural science students) is described. A blended multimedia learning approach was taken, informed by equality, diversity and inclusion, and cognitive load theories. Information was chunked and delivered online through short videos, supported by a written course handout, banks of multiple-choice questions, and small group tutorials. Usage statistics, autobiographical critical reflections, and student feedback (N = 44) were used to evaluate the course and identify recommendations for practitioners. The course received overwhelmingly positive feedback from students who highlighted appreciation for the format, accessibility, and delivery.
Descriptors: COVID-19, Pandemics, School Closing, College Science, Science Instruction, Undergraduate Students, Blended Learning, Multimedia Instruction, Teaching Methods, Program Effectiveness, Student Attitudes, Distance Education, Equal Education, Inorganic Chemistry
Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A