Transition to Remote Instruction Using Hybrid Just-in-Time Teaching, Collaborative Learning, and Specifications Grading for Organic Chemistry 2
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Justin B. Houseknecht [1] ; Lucy K. Bates [1]
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[1] Wittenberg University
Wittenberg University
City of Springfield, Estados Unidos
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 97, Nº 9, 2020, págs. 3230-3234
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Just-in-Time Teaching, collaborative learning, and specifications grading were used for Organic Chemistry 2 during the switch to remote instruction caused by the COVID-19 pandemic during Spring 2020. Relatively minor adjustments to the face-to-face instructional plan enabled remote instruction and assessment of all planned learning objectives to continue with students demonstrating mastery of 98% of the essential learning objectives and 57% of the additional learning objectives both before and after the transition to remote instruction. Most components of the course were delivered asynchronously through the course learning management system. Office hours, mastery quiz retakes, and review of quiz solutions occurred via Zoom because of the necessary two-way communication during these activities. Most collaborative learning teams chose to work synchronously as well, though one group reported success communicating via text messaging. Learning assessment and survey responses indicate that students felt supported in their learning, met the course learning objectives, and did not engage in measurable academic dishonesty.
