An effective blended online teaching and learning strategy during the COVID-19 pandemic
An effective blended online teaching and learning strategy during the COVID-19 pandemic
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DOI：
10.1016/j.ece.2021.01.012
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发表时间：
2021-01-30
影响因子：
3.9
通讯作者：
Diaz JM
中科院分区：
文献类型：
--
作者：
Lapitan LD Jr;Tiangco CE;Sumalinog DA;Sabarillo NS;Diaz JM
在COVID-19疫情期间转向远程教学和学习为教师和学生带来了真实的挑战。面对这些困难，在教学本科化学课程在圣托马斯大学，混合学习策略的教学和学习的背景下，物理化学1和化学工程专业的学生分析化学。在这里，我们提出了一个在线策略，促进了从传统的面对面学习到完全在线教学的过渡。这是一个由五部分组成的混合学习策略，称为发现，学习，实践，协作和评估（DLPCA）。在DLPCA，教学的异步部分是通过在YouTube上播放预先录制的讲座视频来实现的，让学生按照自己的节奏学习和进步。教学的同步部分使用视频会议平台进行，如Zoom或Google Meet。在实施DLPCA战略之前，向学生介绍并讨论了该战略。根据三个指标（i）学生的学习经验，（ii）学生的学业成绩和（iii）教师的观察，教学和学习经验的分析表明，DLPCA对学生和教师产生了积极的影响。确定的挑战是互联网连接的稳定性和教师对现成的基于互联网的教学工具，如视频会议软件的熟悉程度。教师还必须找到改善与学生互动的方法，并在在线课程中保持学生的兴趣和参与度。调查还表明，大部分学生对DLCPA策略感到满意。因此，这种策略被认为是一种可管理和有效的替代方案，可以适应其他本科化学讲座课程的完整在线教学。总的来说，这项研究的发现和见解将为高等教育在后COVID-19时代的进一步混合教学增加宝贵的资源。
The shift to distance teaching and learning during the COVID-19 pandemic brought about a real challenge for both instructors and students. To face these difficulties in teaching undergraduate Chemistry courses at the University of Santo Tomas, a blended learning strategy in the context of teaching and learning of Physical Chemistry 1 and Analytical Chemistry for Chemical Engineering students were employed. Here, we present an online strategy that facilitated the transition from traditional face-to-face learning to full online instruction. This is a five-component blended learning strategy referred to as Discover, Learn, Practice, Collaborate and Assess (DLPCA). In DLPCA, the asynchronous part of the teaching was achieved through broadcast of pre-recorded lecture videos on YouTube to allow students to study and progress with learning at their own pace. The synchronous part of the teaching was conducted using video conferencing platforms, such as Zoom or Google Meet. The DLPCA strategy was presented and discussed to the students prior to its implementation. The analysis of the teaching and learning experience based on three indicators (i) student’s learning experience, (ii) student’s academic performance and (iii) instructor observations showed that DLPCA had a positive impact on students and instructors. The identified challenges were stability of internet connection and instructor’s familiarity with readily available internet-based teaching tools, such as video conferencing software. Instructors must also find means to improve their interaction with students and maintain student interest and engagement during online classes. The survey also indicated that most of the students are satisfied with the DLCPA strategy. Hence, this strategy is considered a manageable and effective alternative that can be adapted to full online instruction to other undergraduate Chemistry lecture courses. Overall, the findings and insights in this study will add valuable resources for further hybrid instruction in the post-COVID-19 time in higher education.
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影响因子：
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作者：
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通讯作者：
Brandon, Drew T.
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作者：
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DOI：
10.1007/s11423-013-9305-6
发表时间：
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影响因子：
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作者：
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通讯作者：
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