Emergency Remote Instruction during the COVID-19 Pandemic Reshapes Collaborative Learning in General Chemistry
Emergency Remote Instruction during the COVID-19 Pandemic Reshapes Collaborative Learning in General Chemistry
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DOI：
10.1021/acs.jchemed.0c00691
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发表时间：
2020-09-08
影响因子：
3
通讯作者：
Van Ryswyk, Hal
中科院分区：
文献类型：
--
作者：
Van Heuvelen, Katherine M.;Daub, G. William;Van Ryswyk, Hal
2020年春天，新冠肺炎在全球范围内传播，作为回应，许多高校转向紧急远程教学。这里描述了一门重视主动学习和协作的入门化学课程是如何适应紧急远程学习的。讲师同时使用了异步和同步教学，并继续进行修改后的小组活动。远程学习舱允许身处遥远时区的学生在无法参与同步教学的情况下进行协作。提交作业的比率与这项作业对学生期末成绩的影响程度是平行的。在新冠肺炎大流行期间，公平，例如在获取技术和不同学生生活条件方面的公平，仍然是一个关键问题。
The spring of 2020 saw the spread of COVID-19 throughout the world, and in response many colleges and universities moved to emergency remote instruction. Herein is described how an introductory chemistry course that prioritizes active learning and collaboration was adapted for emergency remote learning. Instructors used both asynchronous and synchronous instruction and continued with revised group activities. A Distance Learning Pod allowed students in distant time zones to work collaboratively even when they could not participate in synchronous instruction. Rates of submitted work paralleled how heavily that work factored into the student's final grade. Equity, for example in access to technology and disparate student living conditions, remains a critical concern during the COVID-19 pandemic.