教学课程资源库 更多>>

关键词： General Public   Second-Year Undergraduate   Interdisciplinary/Multidisciplinary   Organic Chemistry   Analogies/Transfer   Communication/Writing   Distance Learning/Self Instruction   Humor/Puzzles/Games   Multimedia-Based Learning   Nomenclature/Units/Symbols  

摘要： Social distancing during the COVID-19 pandemic presents mental health and academic obstacles for students. As mental health can strongly influence academic performance, addressing the loss of community by transitioning to distance education, midsemester, is imperative. This work draws upon the community and wellness benefits associated with online gaming and applies it to ChemDraw. The goal is to improve the class wellness and social community while teaching valuable organic chemistry skills. In this paper, a molecule, speed-drawing tournament (Molecule Madness) is presented along with reflections describing the impacts on student wellness and organic chemistry skills. Gamification of ChemDraw is achieved by (1) treating at-home practice as video-game training and (2) using video-conferencing software as a medium for multiplayer gameplay. As the primary focus is placed on education rather than entertainment, ChemDraw is subclassified as a serious educational game. Community is developed by in-game, online chat: observers, announcers, and competitors all interact with each other in real time. The tournament provided students an event to look forward to, helped maintain/improve class community, and developed organic chemistry skills (molecular drawing, history of molecules, and conversational IUPAC) in addition to increased appreciation for IUPAC nomenclature. Although an online community cannot substitute for in-person classroom experiences, this activity supplements the loss of community associated with social distancing and could be extended to enhance community within a face-to-face environment. Additionally, ideas are presented that illustrate how other chemistry classes and topics can be gamified in computer environments (both single- and multiplayer) by drawing upon well-established gaming modes (story mode, maker mode, and speed runs). Overall, this work highlights the supplemental role that chemistry video games can play in learning chemistry: by engaging stu

关键词： Second-Year Undergraduate   Organic Chemistry   Collaboration/Cooperative Learning   Internet/Web-Based Learning   Student-Centered Learning  

摘要： 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： Organic Chemistry   Second-Year Undergraduate   Curriculum   Laboratory Instruction   Computer-Based Learning   Multimedia-Based Learning   Testing/Assessment   Mechanisms of Reactions   Nucleophilic Substitution  

摘要： As the COVID-19 pandemic posed a great deal of challenge to the higher education community, the curricula for online instruction had to be developed in a very short time period. Adaptations for Organic Chemistry I and II with Laboratory courses have been made for the online transition in response to the pandemic, and the insights gained through individual and collaborative efforts are presented by Georgia Gwinnett College (GGC) Organic Chemistry faculty. Herein, course specific information with a distinction between lecture and lab and the analysis of student assessment and withdrawal provide insights into the virtual instruction. The initiative of instructors played a crucial role during the transition and for maintaining student engagement, and the insights will add valuable resources for further virtual or hybrid instruction.

关键词： First-Year Undergraduate/General   Organic Chenlistry   Computer-Based Learning   Distance Learning/Self Instruction  

摘要： In this communication the development of an online course on the topic organic chemistry for nonmajor chemistry students is described and discussed. For this online course, the existing classroom course was further developed. New elements such as podcasts, task navigators, and a forum for discussing the solving of tasks or problems with the content were added. This new online course was evaluated. Therefore, a questionnaire was developed. This consists of questions with regard to the longtime learning behavior of the students and to the online learning. The results of this evaluation show that a preference for online learning and a preference for classroom teaching can be measured separately in two scales. Students values on the scale representing a preference for online learning correlate positively and significantly with confidence in the choice of the study subject, enthusiasm about the subject, and the ability to organize their learning, learning environment, and time management. They correlate also with the satisfaction concerning the materials provided. Students values for one of those teaching methods also correlate with their rating with regard to their exam preparation. Values representing a preference for online teaching correlate positively with students better feeling of exam preparation. Values representing a preference for classroom teaching show negative correlations with the values representing students similar or even better preparation for the exams as a result of online teaching. It is therefore not surprising that the ratings for the two scales correlate with the wish for a combination of online teaching and classroom teaching in the future. As a solution, a new course concept for the time after the corona virus crisis that suits all students is outlined in the outlook.

关键词： Second-Year Undergraduate   Organic Chemistry   Collaborative/Cooperative Learning   Distance Learning/Self Instruction   Student-Centered Learning  

摘要： Our first-semester organic chemistry class focused on structured group work to enable active learning in class. When Smith College switched to online learning after spring break, the class was adapted to fit into an online learning model while retaining active learning. Using feedback from students, we implemented two tracks, one focused on independent work and one focused on group work. Using Zooms breakout rooms, we were able to simulate the full-class and small-group experiences of our in-person class with the help of student learning assistants to facilitate group learning. Slack was introduced for class questions and communications. Student feedback was positive overall and indicated that their perceptions about group work improved over the semester. In the case of in-person classes in the fall, this method might be preferable to a class in which social distancing hampers student-to-student discussion.

关键词： First-Year Undergraduate/General   Organic Chemistry   Curriculum   Hands-On Learning/Manipulatives   Computer-Based Learning   Multimedia-Based Learning   Aldehydes/Ketones   Chirality/Optical Activity   Internet/Web-Based Learning  

摘要： COVID-19 has besieged academic institutions worldwide. As countries closed their international borders and imposed lockdowns, faculty have faced unprecedented challenges in finding alternative modes of teaching and assessment as replacements for the traditional face-to-face classes. In this piece, we describe the journey of the chemistry instructors in managing and overcoming the disruptions we faced teaching a freshman organic course in the time of tight safety measures. We describe the change in assessment modes in our course and the impacts of such changes to our students' academic performance and to our faculty's teaching feedback ratings.

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

摘要： The distance teaching of organic chemistry to first-year undergraduate students during lockdown represents a challenge for both students and teachers. To face this challenge, a method combining synchronous and asynchronous teaching was presented in this paper. The asynchronous part of the teaching was achieved through the broadcast of videos on the social network Facebook in order to allow each student to progress at his or her own pace. The synchronous part of the teaching was carried out thanks to the Discord platform in order to answer students questions live (written and oral) as well as to keep a social link with them. The videos have been recorded at home with a minimum amount of material, and the equipment is reported. To assess the efficiency of this alternative teaching compared to distance real-time teaching during disruption, a questionnaire completed by students was used and discussed.

关键词： Second-Year Undergraduate   Organic Chemistry   Aromatic Compounds   Aldehydes/Ketones   Computer-Based Learning   Distance Learning/Self Instruction  

摘要： The authors organic chemistry course at Thomas Jefferson University incorporated student engagement activities through Nearpod, a web-based classroom response system. After transitioning to remote instruction due to the COVID-19 outbreak in the spring of 2020, students were given the option to complete multiple-choice poll questions either synchronously with a videoconference lecture or asynchronously while watching the recorded lecture video. This provided a unique opportunity to investigate whether completing the polls synchronously (as opposed to asynchronously) is advantageous. Correlations between the rate of synchronous participation, the rate of correctness in answering polls, and exam scores were analyzed across the two class sections. The majority of students chose to participate synchronously. The cohort that participated synchronously the majority of the time had higher exam scores, but these differences were not statistically significant for most exams. Although these results suggest that synchronous engagement is correlated with slightly improved learning outcomes, further studies are needed to examine the generality and causality of this phenomenon. Ultimately, offering both synchronous and asynchronous delivery may be the optimal approach to student engagement in the small-enrollment remote classroom.

关键词： First-Year Undergraduate/General   Distance Learning/Self Instruction   Professional Development   Student-Centered Learning   Internet/Web-Based Learning  

摘要： 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： Second-Year Undergraduate   Organic Chemistry   Communication/Writing   Distance Learning/Self Instruction   Laboratory Instruction  

摘要： After Wesleyan University moved all classes online because of the global outbreak of SARS-CoV-2, the organic chemistry laboratory course adjusted its curriculum to fit the circumstances. A symposium project with several components was introduced, allowing students to develop their scientific writing, presentation, and critical thinking skills through the assigned quiz, reading questions, discussion forum, article summary, and oral presentation. A paper published in ACS Omega about compounds in garlic essential oil as a potential treatment for SARS-CoV-2 was chosen for literature review;many techniques used in the paper, such as distillation and GCMS analysis, were familiar to students, and the content was relevant to both the course and current events. Presentations were given through Zoom, and all of the assignments were handed in electronically. This symposium-style project can be easily formatted for in-classroom or online learning and, on the basis of student survey data, was greatly beneficial to helping students improve key skills necessary for upper-level science courses at Wesleyan and beyond.