Session: Undergraduate Research Posters: Chemistry Education:

Online teaching and learning are becoming increasingly prevalent within all levels of our education systems, becoming part of a continuum, from the use of online technology within traditional classrooms to courses that blend online and in-person learning, to fully online delivery. As such, as chemical educators, we must find the best practices of online chemical education. The literature on best practices for online chemical education is limited and heavily focused on the switch to remote learning in the Spring of 2020 and the subsequent challenges faced by students (equity, access). Our work aims to expand the current literature in online chemical education by focusing on which teaching strategies within current, remote delivery chemistry classes, are perceived by students to have the most value to their learning experiences. Students’ perceived value of various teaching strategies and assessment methods were determined via the delivery of anonymous surveys. Surveys were delivered to students registered within at least one of the 11 remotely delivered Fall 2020 chemistry course offerings, once at the outset of the course and once within the final week of class. When asked to rank strategies and assessment methods used within their course(s) based on their ability to keep them on track with coursework throughout the term, student responses across all 11 courses consistently indicated the lectures (asynchronous or synchronous), weekly content quizzes based on the course materials, or assignments were most likely to aid in this. It is noteworthy that a number of students also indicated that in-person laboratories helped them to remain on track within their courses. Conversely, most students ranked exams, projects, and practice problems low with respect to keeping them on track. Remotely delivered labs were also indicated as not being helpful at keeping students on track within their courses. Additionally, students were asked to rank the strategies and assessment methods employed within their course(s) based on how well they worked to support their overall learning experience in the remote environment. Students found that lectures, assignments, and practice problems generally supported their learning, while exams, projects, and office hours were seen to have a lower value. For courses with in-person labs, these were consistently highly ranked, while students who experienced remote labs indicated they were not supportive to their learning experience.

Shannon Accettone

Trent University

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