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关键词： 有机化学   环境工程   应用  

摘要： 自然学科中相当重要的一门学科就是化学,人们的生活和社会的发展离不开化学,它为人类社会发展带来了很多的便利,也作出了众多杰出的贡献。然而,化学化工产品给人们带来利益的同时,其发生反所排出的有毒物质也给生态环境带来严重的负面影响。本文对有机化学在环境工程中的应用进行分析,以供参考。

关键词： Second-Year Undergraduate   Organic Chemistry   Curriculum   Distance Learning/Self Instruction   Internet/Web-Based Learning  

摘要： 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   Distance Learning/Self-Instruction   Mechanism of Reactions   Synthesis Testing/Assessment  

摘要： With a sudden move to remote and online teaching due to COVID-19 pandemic, Organic Chemistry became more challenging for both students and educators with the emergence of new technological challenges and instructional strategies. The Organic Chemistry I class at SUNY Plattsburgh was shifted to an online learning model in an attempt to mimic face-to-face teaching as well as maintaining active learning. This communication highlights the instructor's perspectives on the challenges and insights gained for teaching Organic Chemistry I (lecture component) for the Spring 2020 semester in the time of COVID-19. A combination of asynchronous and synchronous teaching methods was found to be effective for content delivery, active learning, and increasing student's engagement. Synchronous class attendance was monitored and compared with typical face-to-face class attendance. Synchronous problem-solving exercises had an effect on student's attendance rate and learning. An exit survey indicated about 64% of students had a preference for face-to-face teaching over online teaching of Organic Chemistry.

关键词： First-Year Undergraduate/General   Organic Chemistry   Internet/Web-Based Learning   Multimedia-Based Learning  

摘要： 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： Second-Year Undergraduate   Organic Chemistry   Internet/Web-Based Learning   Multimedia-Based Learning   Computer-Based Learning  

摘要： As a result of the COVID-19 disruption experienced in Spring 2020 many institutions had to close their doors and move their courses online. Our team used an existing set of virtual reality (VR) organic chemistry laboratory experiences developed for students with accessibility challenges as an online replacement for the face-to-face Organic Chemistry I laboratory. Although the materials used had been tried with a limited number of distance education students prior to their wide release, some technical challenges were experienced due to the large scale of the class, such as the inability to provide VR viewers for all the students enrolled, and lack of student access to reliable wifi for streaming videos after moving off-campus. In addition to technical difficulties, students experienced attitude challenges due to the global pandemic conditions and a very fast change from face-to-face instruction to online delivery of materials. This paper describes how these circumstances were overcome in order to finish the course, and how the VR experiences were shared with other institutions in an open access model.

关键词： Second-Year Undergraduate   Organic Chemistry   Testing/Assessment   Chemistry Education Research  

摘要： The affordances given to a structured, timed, and proctored paper exam are not as readily applicable in a digital medium. Accordingly, the rapid shift from in-person to online enactments may have forced instructors to consider changing their assessment practices and priorities. As assessments convey strong implicit messages about "what counts" in a given learning environment, altering what is assessed may have a profound impact on what students view as important in a course. Our four-instructor team sought to examine whether we were able to maintain emphasis on assessing how and why chemical phenomena occur online while minimizing negative impacts to students, teaching assistants, and ourselves. To support claims regarding the degree to which online assessments emphasized sensemaking relative to past exams, we characterized all summative assessments given in organic chemistry II enactments from 2016 to the present using the three-dimensional learning assessment protocol. To examine the impact of enrolling in a rapidly assembled online organic course on student outcomes, we examined the distribution of students who performed above, at, or below the final exam score predicted by their midterm performance and compared this distribution with historic norms. Results suggest that we were able to maintain emphasis on student sensemaking as our course moved online (similar to 50% of points on exams administered remotely were dedicated to 3D performances). Additionally, the distribution of students enrolled this past spring who scored above, at, or below the final exam score predicted by their midterm performance was in line with historic norms. When taken in aggregate, our analyses suggest that organic chemistry-enrolled students maintained their ability to make sense of chemical phenomena after the pivot to online instruction. Consistent emphasis on assessing 3D learning online was achieved without adding appreciably to the burden on instructors or teaching assistants due

关键词： General Public   Continuing Education   Organic Chemistry   Professional Development   Distance Learning   Stereochemistry  

摘要： The coronavirus disease (COVID-19) pandemic has changed not only peoples daily lives but also the education system. The rise of e-learning all across the world has challenged both students and teachers to adapt to digital technologies and a novel learning experience on both sides. As if COVID-19 was not enough, many students were facing the alien territory of organic chemistry for the first time. There is no denying that organic chemistry is a tough subject, and several students may also have preconceived misconceptions. In addition, organic chemistry can be challenging to teach remotely. It is very abstract in nature;it involves many concepts, and the teacher typically uses molecular models of one kind or another to depict molecules in three dimensions. Nonetheless, challenges provide an opportunity to implement new strategies to increase students interest, motivation, and understanding. However, most educators only had a few days to put everything they do in class onto an online platform. In this study, we evaluated the effect of these changes in the teaching and learning of organic chemistry at a first year undergraduate level. Our results show that student success depends on the digital resources used for the different subjects. Students that received weekly quizzes performed better than those who did not, and a positive correlation exists between quiz score and final exam marks. Based on the students feedback, the implementation of quizzes was a successful didactic tool that helped them review the topics. In addition, the incorporation of open-access web-based tools led to a dynamic online classroom experience.

关键词： Second-Year Undergraduate   Organic Chemistry   Internet/Web-Based Learning   Laboratory Management  

摘要： The Spring 2020 semester students were faced with the challenge of adjusting how they learned in the middle of the semester, as the situation changed from instructors holding group office hours and study sessions for the upcoming midterm exams to faculty and students scrambling to gather their belongings before the impending lockdown. Immediately before spring break, instructors and students were notified that all classes would be moving to a remote-teaching model for the remainder of the semester. While the move was challenging for lecture courses, moving the second semester of organic chemistry laboratory proved to be a daunting task. The process was made simpler by considering ways to reduce the cognitive load on our students. The laboratories would focus on the major student learning outcomes, and the existing classroom management system (CMS) would be used to provide online worksheets, quizzes, and discussion boards. Specific focus was directed to compound identification using spectroscopy and the physical components of the laboratory setting. Here we present the method that we employed and the results of transitioning our organic chemistry laboratory to an online platform. Additionally, we provide some recommendations to instructors faced with making this transition in the future.

关键词： First-Year Undergraduate / General   Organic   Chemistry Internet / Web-Based Learning  

摘要： In response to Chinas Ministry of Educations directive for postponement of school without suspension of learning to combat the spread of COVID-19, we commenced online classes at Shandong University. Teaching in an online environment presented a number of challenges in comparison with face-to-face instruction. A key question raised about online learning is its effectiveness in comparison with traditional instruction. In this paper, we describe a number of new pedagogical models of online teaching of organic chemistry based on the Rain Classroom and WeChat platforms and examine the design, implementation, and evaluation of online teaching modules. Lessons learned from our practice are presented to provide guidance to interested educators for future online teaching.