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Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions

JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 3295-3300页

作者： Babincakova, Maria Bernard, Pawel Pavol Jozef Safarik Univ Kosice Fac Sci Dept Didact Chem Kosice 04180 Slovakia Jagiellonian Univ Dept Chem Educ PL-30387 Krakow Poland

The COVID-19 lockout situation affected people all over the world. Despite all of the disadvantages, this situation offered new experiences and perspectives and pushed education advances forward as never before. Something that seemed to be unreal became a worldwide reality within a few days. Instructors of all subjects at all educational levels moved to a virtual environment instantly. Higher education institutions, universities, and colleges seemed to be fairly prepared for this situation. Unfortunately, primary and secondary schools, especially in eastern and central Europe, never considered distance education as a valuable alternative before, so they did not have software, hardware, and staff prepared for such a situation. Moreover, students' expectations and dilemmas concerning e-learning were not investigated earlier in the context of obligatory subject education. Moving to the virtual environment was particularly challenging for teachers, who wanted to transfer real class experiences into online lessons since chemistry is based on problems, observations, evidence, and experiments. Often, teachers claimed that they could be more efficient if they had knowledge, skills, and proper equipment to run classes online. This paper presents experiences of secondary chemistry teachers from Slovakia, participants in the IT Academy Project, who earlier, within the framework of the project, were equipped with the necessary skills and tools to run virtual classes, supported with data logging experiments. In this communication, the teachers' efforts using online experimental practices are described, as well as reflections by their students about the experiences.

关键词： High School/Introductory Chemistry Continuing Education internet/web-based learning Distance learning/Self Instruction

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Student Perspectives on Remote learning in a Large Organic Chemistry Lecture Course

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2565-2572页

作者： Ramachandran, Roshini Rodriguez, Marlius C. Univ Calif Los Angeles Dept Chem & Biochem Los Angeles CA 90095 USA Univ Calif Los Angeles Ctr Adv Teaching Los Angeles CA 90095 USA

This study details the efforts taken in remotely teaching a large organic chemistry lecture course in the midst of the recent COVID-19 pandemic. The course lectures were taught synchronously via Zoom and student feedback was gathered regarding effective teaching strategies and assessment tools in a remote course setting. The precourse and midcourse surveys also provided insight into challenges and time commitment issues that students are facing when learning in this new situation. We highlight the instructor's experience combined with student perspectives to tackle this situation moving forward. We hope that this work can assist faculty in remotely teaching their chemistry courses, and contribute to the information that is being collected globally regarding remote learning in light of the recent events.

关键词： First-Year Undergraduate/General Organic Chemistry internet/web-based learning Multimedia-based learning

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Property Information in Substance Records in Major web-based Chemical Information and Data Retrieval Tools: Understanding Content, Search Opportunities, and Application to Teaching

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JOURNAL OF CHEMICAL EDUCATION 2020年第5期97卷 1345-1359页

作者： Jarabak, Charlotte Mutton, Troy Ridley, Damon D. Univ Sydney Sch Chem Sydney NSW 2006 Australia Univ Sydney Univ Lib Sydney NSW 2006 Australia

Properties of chemical substances drive a large portion of research in the sciences, but properties are very difficult to search in full text documents, and while searches in chemical information retrieval resources may help, the effective use of such resources may require considerable knowledge of the indexing and excerption policies in the databases being searched. Major sources of property information are PubChem, Reaxys, and SciFinder/SciFinder(n), and in this article we summarize the content and discoverability of information on properties in substance records in these products and suggest issues that need to be addressed in chemical information retrieval teaching programs.

关键词： Graduate Education/Research internet/web-based learning Undergraduate Research Chemoinformatics

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How the COVID-19 Pandemic Changed Chemistry Instruction at a Large Public University in the Midwest: Challenges Met, (Some) Obstacles Overcome, and Lessons Learned

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2793-2799页

作者： Burnett, Joseph W. Burke, K. A. Stephens, Nicole M. Bose, Ishani Bonaccorsi, Cristina Wade, Adam M. Awino, Joseph K. Iowa State Univ Dept Chem Ames IA 50011 USA

This communication presents a partial historical summary of some of Iowa State Universitys Chemistry Department teaching response to the shift to online course delivery caused by the COVID-19 pandemic. The observations reflect discussions between and informal surveys of an instructor cohort that impacted roughly 1200 undergraduate students. These students were enrolled in general chemistry I, organic chemistry II, inorganic chemistry, quantum mechanics, and chemistry for non-physical-science majors. The paper highlights the challenges faced and describes how faculty and students met them.

关键词： General Public Interdisciplinary/Multidisciplinary Professional Development Distance learning/Self Instruction internet/web-based learning

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Teaching of Biopharmaceutics in a Drug Design Course: Use of GastroPlus as Educational Software

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JOURNAL OF CHEMICAL EDUCATION 2020年第8期97卷 2212-2220页

作者： Romero, Rebecca M. Bolger, Michael B. Morningstar-Kywi, Noam Haworth, Ian S. Univ Southern Calif Dept Pharmacol & Pharmaceut Sci Sch Pharm Los Angeles CA 90089 USA Simulat Plus Inc Lancaster CA 93534 USA

Drug design and development requires collaboration among scientists with diverse expertise. In early-stage drug design, establishment of promising drug candidates requires integration of structure-based molecular design with biopharmaceutics and ADMET (absorption, distribution, metabolism, excretion, and toxicity) principles. Much of this work is increasingly computational. Thus, students in a drug design course should learn the basis for and effects of candidate small molecules binding to therapeutic targets and the importance of simultaneous understanding of ADMET characteristics that will largely determine if the molecule can achieve a therapeutically relevant concentration at the target site and become an orally deliverable drug. This second aspect of education in drug design has been relatively overlooked compared to structure-based design. Here, we describe a course using sophisticated simulation and modeling software, GastroPlus and ADMET Predictor, which are commonly used in the pharmaceutical industry. Our teaching approach has evolved over a decade in early graduate and advanced undergraduate settings. We use a combination of short lectures, software demonstration, and hands on use, which allows students to "design a drug" with incorporation of structural and ADMET considerations. Student feedback indicated that the use of the software and the course design were helpful in enhancing their understanding of the importance of biopharmaceutics properties and ADMET in drug design. GastroPlus and ADMET Predictor have recently become more accessible to educators, and our experience using this software in an educational setting may be helpful for instructors who wish to develop a similar course.

关键词： Graduate Education/Research Upper-Division Undergraduate Cheminformatics Biochemistry Interdisciplinary/Multidisciplinary Computer-based learning internet/web-based learning Computational Chemistry Drugs/Pharmaceuticals Collaborative/Cooperative learning Medicinal Chemistry Physical Properties

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Strategies Employed in Transitioning Multi-instructor, Multisection Introductory General and Organic Chemistry Courses from Face-to-Face to Online learning

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2871-2877页

作者： Gonzalez, Cesar Knecht, Leslie D. Univ Miami Dept Chem Coral Gables FL 33146 USA

Herein, we describe our experience transitioning two multi-instructor, multisection courses in both general and organic chemistry online during the COVID-19 pandemic from face-to-face instruction methods to an online content delivery format. Beyond the challenges of common assessments, we also had to coordinate discussion sections hosted by teaching assistants and workshops hosted by undergraduate peer facilitators. We discuss the difference in attendance and assessments before and after the transition to online learning. Additionally, we discuss the different uses of technology to host office hours, deliver synchronous and asynchronous teaching, and facilitate efficient communication between instructors and students. The evolution and adaptation of our assessment and communication strategies as online teaching progressed are also discussed.

关键词： First-Year Undergraduate/General Distance learning/Self Instruction Professional Development Student-Centered learning internet/web-based learning

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Easing the Transition from Organic Chemistry I to II: A January-Term Bridge Course

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JOURNAL OF CHEMICAL EDUCATION 2020年第5期97卷 1310-1315页

作者： Leonard, Michael S. Washington & Jefferson Coll Washington PA 15301 USA

A bridge course intended to ease the transition from Organic Chemistry I to II was designed for a January term that spans 2 weeks and features sharply focused topics courses. In the first week, key topics from Organic Chemistry I are revisited to ensure that students have a firm foundation on which to build. During the second week, a selection of Organic Chemistry II material is introduced. The course focuses heavily on interactive problem solving and utilizes an open-access text as well as YouTube videos. Students taking the bridge course were tracked through the second semester against a comparison group with similar Organic Chemistry I grades. Results suggest that the bridge course may lead to better outcomes in Organic Chemistry II.

关键词： Second-Year Undergraduate Organic Chemistry Problem Solving/Decision Making Textbooks/Reference Books internet/web-based learning Spectroscopy Alcohols Alkenes Aromatic Compounds Aldehydes/Ketones

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Review to Analyze and Compare Virtual Chemistry Laboratories for Their Use in Education

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JOURNAL OF CHEMICAL EDUCATION 2020年第10期97卷 3563-3574页

作者： Ali, Numan Ullah, Sehat Univ Malakand Dept Comp Sci & IT Chakdara 18800 Pakistan Univ Agr ICS IT Inst Comp Sci & IT Peshawar 25000 Pakistan

Different virtual chemistry laboratories (VCLs) have been developed with which students can perform and practice their practical and experimental work, thus increasing their learning before performing the same work in a real chemistry laboratory. In this paper, we present an analysis of the existing virtual chemistry laboratories by identifying their strengths and shortcomings and formulate guidelines for the development of future VCLs with more generalized, realistic, and flexible features.

关键词： High School/Introductory Chemistry Computer-based learning Distance learning/Self Instruction Hands-On learning/Manipulatives internet/web-based learning Laboratory Computing/Interfacing Multimedia-based learning Inquiry-based/Discovery learning Laboratory Instruction

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Assessment a la Mode: Implementing an Adaptable Large-Scale Multivariant Online Deferred-Grade Exam for Virtual learning

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JOURNAL OF CHEMICAL EDUCATION 2020年第12期97卷 4297-4302页

作者： Balasubramanian, Bhavani DeSantis, Chris Gulotta, Miriam New Jersey Inst Technol Dept Chem & Environm Sci Newark NJ 07102 USA

The COVID pandemic forced many higher education institutions to pivot and switch to an online learning environment with minimal preparation. This transition was put in place during the middle of the spring semester, in March. During this transition, instructors had to quickly learn the tools of online teaching, navigate platforms like webex and Zoom, and adapt their lectures to an online format. One of the biggest challenges during this transition was to administer common online exams to high enrollment undergraduate classes, such as general chemistry and organic chemistry, without compromising the integrity of the exam. The in-person chemistry common exam that is normally administered to students at New Jersey Institute of Technology (NJIT) had both multiple-choice and open-ended questions. In order to replicate this online, and to reduce the potential temptation to cheat, a robust multiple-choice and open-ended exam with multiple versions was required. Furthermore, this online exam had to be easily administered through our learning management system. What was developed included a blueprint for an online exam intended for large-scale distribution over multiple days with safeguards in place to protect the integrity of the examination. The exam employed deferred grading, a lockdown browser, multiple question variants, time controls, and controlled access to the completed exam to combat potential cheating. The exam resulted in average scores that were comparable to in-person exam scores from previous semesters, validating the proposed approach. In addition, polling results after administration of the exam showed strong student satisfaction with exam design and directions and student preference for webcam proctored exams.

关键词： First-Year Undergraduate/General Second-Year Undergraduate Testing/Assessment Interdisciplinary/Multidisciplinary internet/web-based learning

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Converting an Organic Chemistry Course to an Online Format in Two Weeks: Design, Implementation, and Reflection

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2581-2589页

作者： Howitz, William J. Guaglianone, Gretchen King, Susan M. Univ Calif Irvine Chem Nat Sci 1102 2 Irvine CA 92697 USA

As the SARS-CoV-2 pandemic spread throughout the world, universities were faced with extraordinary challenges. Shelter-in-place orders were given, in-person classes were canceled, and at the University of California Irvine, instructors had less than 2 weeks to convert spring quarter classes from a face-to-face to an online format. A team-based approach was essential to making this transition. The insights gained during the design and implementation of the final quarter of a large-enrollment online organic chemistry class are shared here, as well as student perspectives on the efficacy of key components of the course. The lessons learned during this process will be instrumental when converting other face-to-face courses into effective online formats, as online classes continue in the fall.

关键词： Second-Year Undergraduate Organic Chemistry Curriculum Distance learning/Self Instruction internet/web-based learning

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