Impact of the Emergency Transition to Remote Teaching on Student Engagement in a Non-STEM Undergraduate Chemistry Course in the Time of COVID-19
Impact of the Emergency Transition to Remote Teaching on Student Engagement in a Non-STEM Undergraduate Chemistry Course in the Time of COVID-19
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DOI：
10.1021/acs.jchemed.0c00879
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发表时间：
2020-09-08
影响因子：
3
通讯作者：
Yan, Elsa C. Y.
中科院分区：
文献类型：
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作者：
Perets, Ethan A.;Chabeda, Daniel;Yan, Elsa C. Y.
2020年春季，我们开始了一项研究，重点关注面向非STEM（科学、技术、工程和数学）专业学生的本科化学讲座课程中包容性教学实践的发展。在新冠疫情爆发以及随之而来的教育中断之后，我们改变了研究设计，将重点放在学生和教师的教学体验上。在此，我们在紧急转向远程教学前后对学生进行了调查，并分析了学生在网络环境中的参与数据。我们观察到，紧急转向可能对学生的参与度产生了负面影响。我们还发现，转向远程教学后讲座对学生的吸引力下降。相比之下，那些不太依赖实体教室的课程活动，比如学生撰写关于化学文献研究的博客以及就一个化学问题撰写独立研究论文，在转向远程教学后更能有效地保持学生的参与度。我们还分析了学生对同步和异步学习机会（例如录制的讲座）的利用情况。我们结合教育机构所采取的政策（特别是强制性的普遍通过/不通过评分政策）来阐述学生在课程中的参与情况。最后，我们传达了学生、本科同龄导师、研究生助教以及课程教师关于在新冠疫情期间学习化学以及教授非STEM专业本科生的主题反思。基于这些研究，我们针对在持续的教育中断期间教授化学提出了七条教学策略。
In Spring 2020, we began a study focused on the development of inclusive teaching practices in an undergraduate chemistry lecture course for non-STEM students. In the wake of the COVID-19 pandemic and ensuing educational disruptions, we changed the design of our study to focus on the learning and teaching experiences of students and instructors. Here, we conducted student surveys before and after the emergency transition to remote teaching and analyzed data on student participation in the online setting. We observed that student engagement was likely negatively impacted by the emergency transition. We also found that lectures engaged students less after the transition. By contrast, course activities that did not heavily rely on a physical classroom, such as students blogging about their research of chemistry literature and crafting an independent research paper about a chemical question, were more effective in retaining student engagement after the transition. We also analyze student utilization of synchronous and asynchronous learning opportunities (for example, recorded lectures). We contextualize student engagement in the course relative to policies adopted by the educational institution, notably a mandatory universal pass/fail grading policy. Finally, we communicate thematic reflections from students, undergraduate peer tutors, graduate student teaching fellows, and the course instructor about learning chemistry and teaching non-STEM undergraduates in the time of COVID-19. On the basis of these studies, we recommend seven instructional strategies for teaching chemistry during sustained educational disruptions.