ERIC Number: EJ1278610
Record Type: Journal
Publication Date: 2020-Sep
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9584
EISSN: N/A
Change in Strategies to Enhance Student Engagement during the Spring 2020 COVID-19 Shutdown in a Nonmajor Chemistry Class
Journal of Chemical Education, v97 n9 p3153-3157 Sep 2020
A case study of the COVID-19 pandemic's impact in a nonmajor chemistry class is presented. The prepandemic student engagement strategy focused on student identity within the microcommunity of the face-to-face class. The sudden switch to online instruction mandated a series of changes. Topic-specific adjustments were made within the broader frame of this strategy. Reflecting on the experience from a perspective that incorporates human relationships has the benefit of capturing the early signs of the crisis. It is noted that changes related to the affective domain of learning preceded and influenced changes in the cognitive domain. Data are drawn from lecture and laboratory observations, graded assignments, teacher-student communications, and student evaluations.
Descriptors: Educational Change, Learner Engagement, COVID-19, Pandemics, School Closing, Nonmajors, Chemistry, Science Instruction, Web Based Instruction, Laboratory Training
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