Virtual Computational Chemistry Teaching Laboratories—Hands-On at a Distance

• Rika Kobayashi ^[1] ; Theodorus P. M. Goumans ^[2] ; N. Ole Carstensen ^[2] ; Thomas M. Soini ^[2] ; Nicola Marzari ^[3] ; Iurii Timrov ^[3] ; Samuel Poncé ^[3] ; Edward B. Linscott ^[3] ; Christopher J. Sewell ^[3] ; Giovanni Pizzi ^[3] ; Francisco Ramirez ^[3] ; Marnik Bercx ^[3] ; Sebastiaan P. Huber ^[3] ; Carl S. Adorf ^[3] ; Leopold Talirz ^[3]
  1. [1] Australian National University

     Australian National University

     Australia

     
  2. [2] Software for Chemistry & Materials, The Netherlands
  3. [3] École Polytechnique Fédérale de Lausanne, Switzerland

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 98, Nº 10, 2021, págs. 3163-3171
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The COVID-19 pandemic disrupted chemistry teaching practices globally as many courses were forced online, necessitating adaptation to the digital platform. The biggest impact was to the practical component of the chemistry curriculum—the so-called wet lab. Naively, it would be thought that computer-based teaching laboratories would have little problem in making the move. However, this is not the case as there are many unrecognized differences between delivering computer-based teaching in-person and virtually: software issues, technology, and classroom management. Consequently, relatively few “hands-on” computational chemistry teaching laboratories are delivered online. In this paper, we describe these issues in more detail and how they can be addressed, drawing on our experience in delivering a third-year computational chemistry course as well as remote hands-on workshops for the Virtual Winter School on Computational Chemistry and the European BIG-MAP project.