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Usability Testing and the Development of an Augmented Reality Application for Laboratory learning

JOURNAL OF CHEMICAL EDUCATION 2020年第1期97卷 97-105页

作者： An, Jiwoo Poly, Laila-Parvin Holme, Thomas A. Iowa State Univ Dept Chem Ames IA 50011 USA Iowa State Univ Dept Elect & Comp Engn Ames IA 50011 USA

In general chemistry laboratories, students learn practical laboratory skills through hands-on activities and are exposed to new scientific instruments. However, these instruments are often viewed as black boxes for various reasons, where students do not know how to use them or what the instruments are capable of. This tendency is likely to induce some measure of fear in the students' attitude toward learning about instruments, even though instrumentation is a significant part of laboratory education. Augmented reality in educational laboratory (ARiEL) is an application utilizing AR technology designed to connect students to information on scientific instruments. ARiEL can be downloaded and used on phones or tablets while students are working on experiments, providing them with direct and immediate forms of information about laboratory instruments. Currently, the pH meter and conductivity meter are two instruments ARiEL can recognize as they are small, benchtop devices often used in general chemistry laboratory courses. An initial usability study with a focus group of first-term general chemistry students indicated that the application is not only easy to use but also preferred over a common search engine when looking for information on specific instruments. The application was used in a second-term general chemistry laboratory course and tested for usability evaluation and to measure students' attitude toward chemistry instrumentation. The results suggest that the availability of ARiEL helps to reduce anxiety associated with using instruments and to improve intellectual accessibility.

关键词： First-Year Undergraduate/General Laboratory Instruction internet/web-based learning Laboratory Equipment/Apparatus

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Benefits of Simulations as Remote Exercises During the COVID-19 Pandemic: An Enzyme Kinetics Case Study

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2733-2737页

作者： Worrall, Andrew F. Mann, Patrick E. Bergstrom Young, Damion Wormald, Mark R. Cahill, Samuel T. Stewart, Malcolm, I Univ Oxford Dept Chem Chem Teaching Lab Oxford OX1 3PS England Univ Oxford Dept Physiol Anat & Genet Sherrington Bldg Oxford OX1 3PT England Univ Oxford Dept Biochem Oxford Glycobiol Inst Oxford OX1 3QU England

Teaching practical chemistry skills remotely is not a ask that would have been high on the agenda only a few months ago. However, in light of the COVID-19 pandemic, students around the world are having to work from home, and the chemistry education community has been forced to adapt to the new circumstances. In response, we discuss the use of simulations in place of practical laboratory work, with emphasis on the development of students' experimental design skills. The simulation of Michaelis Menten enzyme kinetics is given as an example exercise, which other instructors could implement with immediate effect.

关键词： Second-Year Undergraduate Upper-Division Undergraduate Biochemistry Interdisciplinary/Multidisciplinary Computer-based learning Distance learning/Self Instruction Inquiry-based/Discovery learning internet/web-based learning Enzymes

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Teaching Instrumental Analytical Chemistry during COVID-19 Times in a Developing Country: Asynchronous versus Synchronous Communication

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2719-2722页

作者： Emilia Villanueva, Maria Camilli, Emiliano Clara Chirillano, Ana Angel Cufre, Juan Cristina de Landeta, Maria Natalia Rigacci, Laura Miriam Velazco, Viviana Fabian Pighin, Andres Univ Nacl Lujan UNLu Dept Ciencias Basicas RA-6700 Buenos Aires DF Argentina Univ Buenos Aires UBA CONICET Inst Quim & Metab Farm IQUIMEFA C1033AAJ Buenos Aires DF Argentina

On Mar. 19, 2020, gentina's government decided to close academic institutions for an indefinite time in an attempt to contain the spread of the COVID-19 pandemic. Since the University established that, when the quarantine ends, 5 weeks will be reserved for face-to-face activities that could not be carried out virtually (laboratory lessons and final exams), the main focus on the online activities was in the theoretical lessons. For the Instrumental Analytical Chemistry course both synchronous strategy such as questions and answer sessions and asynchronous communication such as Microsoft PowerPoint presentations with explicative audios, simulated assays, and assignments were adopted. A survey conducted with our students indicated that although synchronous lessons provided face-to-face interaction, the lack of good internet connectivity was the main weakness of this strategy. On the other hand, asynchronous lessons did not require very high bandwidth networks and had the possibility of stopping the lesson and continuing it later. However, students' lack of interaction with their teachers was the main drawback of this type of communication. Most of the students pointed out that a blend of synchronous and asynchronous communication is more desirable for Instrumental Analytical Chemistry lessons than asynchronous or synchronous communication separately.

关键词： Upper-Division Undergraduate Analytical Chemistry Distance learning/Self Instruction internet/web-based learning Computer-based learning

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Midsemester Transition to Remote Instruction in a Flipped College Level Organic Chemistry Course

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 3188-3193页

作者： Liberman-Martin, Allegra L. Ogba, O. Maduka Chapman Univ Schmid Coll Sci & Technol Chem & Biochem Program Orange CA 92866 USA

This report describes rapid changes to instructional materials, assessment, and technology use in a flipped college-level organic chemistry course in response to the sudden COVID-19 campus closures and midsemester transition to remote learning. The instructors modified in-class instructional materials to accommodate students preference for text-based over audiovisual engagement in the remote environment. The pros and cons of three approaches to administering remote organic chemistry exams are presented. Issues related to equitable incorporation of technology and maintaining academic integrity are discussed.

关键词： Second-Year Undergraduate Organic Chemistry Collaboration/Cooperative learning internet/web-based learning Student-Centered learning

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Student Experiences of Emergency Remote Teaching: Impacts of Instructor Practice on Student learning, Engagement, and Well-Being

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2486-2493页

作者： Petillion, Riley J. McNeil, W. Stephen Univ British Columbia Dept Chem Okanagan Campus Kelowna BC V1V 1V7 Canada

In-person teaching activities at the University of British Columbias Okanagan campus were curtailed in the midst of a semester as a result of the global shutdowns imposed by the COVID-19 pandemic. All instruction shifted online, and this rapid transition to emergency remote teaching had negative impacts on student learning, engagement, and mental well-being. This phenomenological study describes the results of surveys and interviews used to assess the emergency remote teaching experiences of students enrolled in second-year chemistry courses. Major student challenges included issues with motivation and engagement, personal scheduling, faculty communication, and increased stress and anxiety. This research recommends clear communication and flexible teaching and assessment methods to accommodate the assorted complications faced by our students.

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

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Adapting to the COVID-19 Online Transition: Reflections in a General Chemistry Sequence Taught by Multiple Instructors with Diverse Pedagogies

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2458-2465页

作者： Villanueva, Omar Behmke, Derek A. Morris, J. D. Simmons, Rashad Anfuso, Chantelle Woodbridge, C. M. Guo, Ying Georgia Gwinnett Coll Lawrenceville GA 30043 USA

Georgia Gwinnett College (GGC) is an open-access, four-Year, Public liberal arts college that emphasizes excellent instruction through active learning and small class sizes. The COVID-19 pandemic presented unique challenges to GGC general chemistry instructors as they sought to actively engage students in a new online setting. We reflect on the challenges faced by our college during this Pandemic by analyzing student surveys, instructor reflections, and grade distributions across 20 sections of general chemistry 1 and 2 taught by 15 different instructors. We consider the most important challenges faced by students and the technology rapidly adopted by instructors We then present three main themes found in the instructor reflections and consider the implications for going forward.

关键词： First-Year Undergraduate/General internet/web-based learning Distance learning/Self Instruction Curriculum Laboratory Instruction Collaborate/Cooperative learning Computer-based learning

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Incorporating Technology Tools and the 5E Instructional Model to Teach High School Students Chemistry by Online Instruction

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JOURNAL OF CHEMICAL EDUCATION 2020年第11期97卷 4202-4208页

作者： Ohn-Sabatello, Tina Maine East High Sch Park Ridge IL 60068 USA

The COVID-19 challenge found many instructors in unchartered territory. While some had experience in planning flipped or blended lessons, switching to 100% online instruction was unfamiliar. Many educators faced the problems of too many resources to sift through and too little time to master them before beginning online instruction. While numerous technology tools are available for use during remote learning, this communication focuses on the applications commonly used and vetted by teachers in Maine Township High School District 207. The resources introduced and described in this paper include applications for communication, creation of interactive videos, applications of games for the classroom, computer simulations, online assessments, and opportunities for student voice and choice. Further details and online support to learn these applications are noted. These technological tools are also useful during flipped or blended lessons. The applications are discussed as they are implemented during specific stages of the SE instructional model, which includes these five phases: Engage, Explore, Explain, Elaborate, and Evaluate. Using this carefully planned sequence of instruction places students at the center of learning, whether in face-to-face or virtual instruction.

关键词： High School/Introductory Chemistry General Public Distance learning/Self Instruction internet/web-based learning Multimedia-based learning Computer-based learning Professional Development Student-Centered learning

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Rethinking Graduate Recruitment Weekends in the Digital Age

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2544-2555页

作者： Gavin, Joshua T. Nguyen, Allen G. Plasek, Erin E. Stathopoulos, Stephanie M. Buhlmann, Philippe Tonks, Ian A. Roberts, Courtney C. Univ Minnesota Dept Chem Minneapolis MN 55455 USA

Due to the COVID-19 pandemic, the University of Minnesota shifted to a virtual graduate student recruitment weekend. Herein, we report on a method to conduct a virtual recruitment weekend using the business communication tool Slack. We discuss our strategy to share both research culture and the departmental culture at the University of Minnesota with prospective students. Content creation, Slack channel curation, and a schedule of events are discussed. Additionally, comparisons to previous years acceptance rates demonstrated that the virtual recruitment weekend acceptance rates were statistically unchanged from previous years, indicating that a virtual recruitment weekend on Slack is as effective as an in-person recruitment weekend. Further advantages for using Slack for increasing diversity and decreasing environmental impacts of graduate recruitment weekends are discussed.

关键词： Graduate Education/Research Interdisciplinary/Multidisciplinary internet/web-based learning Student/Career Counseling

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Exploring Engagement as a Predictor of Success in the Transition to Online learning in First Year Chemistry

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2494-2501页

作者： Miltiadous, Anna Callahan, Damien L. Schultz, Madeleine Deakin Univ Sch Life & Environm Sci Geelong Vic 3220 Australia Deakin Univ Sch Life & Environm Sci Burwood Vic 3125 Australia

Rapid campus closure and unexpected transition to emergency online teaching of a large first year chemistry unit provided an opportunity to explore the level of student engagement and factors associated with success in this online transition. Here, we compared the standard offering in 2019 to the online version in 2020 by examining the completion of weekly assessment tasks and the uptake of learning activities. In spite of a preference for face-to-face learning, we found that students were able to quickly adapt to using the technology, with high levels of access to live streamed and recorded lectures, in class polling, and online tutorials, together with large increases in discussion forum use. The change in level of engagement in low stakes assessment tasks over the course of the semester was similar for both years. Each form of engagement was associated with increased likelihood of success in the unit, whether this was being taught face-to-face or online. Of the multiple forms of engagement measured, only tutorial participation had a significantly lower impact on student success in the online compared to the face-to-face environment.

关键词： First-Year Undergraduate/General Curriculum internet/web-based learning

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Physical and Digital Educational Escape Room for Teaching Chemical Bonding

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2849-2856页

作者： Ang, Jayden Wei Jie Ng, Yin Ni Annie Liew, Rou Shen Nanyang Polytech Sch Chem & Life Sci Singapore 569830 Singapore

An escape room uses a game-based active learning approach to develop students critical thinking and problem-solving skills in an immersive environment. An escape room was developed to provide an innovative method to reinforce concepts in chemical bonding for a first-year general chemistry course. Because of the COVID-19 pandemic, it was unsuitable to implement the escape room in a physical setting, as students need to interact in close proximity. To circumvent this problem, a fully digital escape room was developed using Google Forms, as it is cost-effective, accessible, and easy to use. Students feedback indicates that both escape rooms reinforce and motivate learning.

关键词： First-Year Undergraduate/General Inorganic Chemistry Humor/Puzzles/Games Collaborative/Cooperative learning internet/web-based learning Student-Centered learning Hydrogen Bonding Ionic Bonding Covalent Bonding

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