Rapid Adaptation of a Traditional Introductory Lecture Course on Catalysis into Content for Remote Delivery Online in Response to Global Pandemic

Autor/in	Sarju, Julia P.
Titel	Rapid Adaptation of a Traditional Introductory Lecture Course on Catalysis into Content for Remote Delivery Online in Response to Global Pandemic
Quelle	In: Journal of Chemical Education, 97 (2020) 9, S.2590-2597 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sarju, Julia P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	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 + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Multimediales Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Distance study; Distance learning; Fernunterricht; Anorganische Chemie
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01