Projects per year
Abstract
Teaching first-year students presented additional challenges for online chemistry education in the times of COVID-19 pandemic. While addressing these challenges, we also had a year-long opportunity to try new teaching approaches, evaluate their effectiveness, adopt the things that worked and dispense with those that did not. Our students were able to provide us with ongoing feedback on their experience and had an ongoing and supported opportunity to get to grips with online learning. Together we – students, academics, and teaching associates – had an opportunity to grow as a community of teaching and learning. Having an extended two-semester-long and connected experience also allowed us to consider the pros and cons of our choices in three domains: technological (unfortunately this domain took priority at the beginning), pedagogical (this domain gradually reclaimed its primacy), and finally – affective. In this chapter we describe our decisions and experience in the context of these three domains. We also draw on perspectives of three groups of stakeholders: students, academics, and teaching associates.
Original language | English |
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Title of host publication | Advances in Online Chemistry Education |
Editors | Elizabeth Pearsall, Kristi Mock, Matt Morgan, Brenna A. Tucker |
Place of Publication | Washington DC USA |
Publisher | American Chemical Society |
Chapter | 8 |
Pages | 105-122 |
Number of pages | 18 |
Volume | 1389 |
ISBN (Electronic) | 9780841298224 |
ISBN (Print) | 9780841298231 |
DOIs | |
Publication status | Published - 25 Aug 2021 |
Publication series
Name | ACS Symposium Series |
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Volume | 1389 |
ISSN (Print) | 0097-6156 |
ISSN (Electronic) | 1947-5918 |
Projects
- 1 Finished
-
Milk Mimickry - Self-assembly in Complex Lipid Systems During Digestion
Australian Research Council (ARC)
1/03/19 → 31/05/22
Project: Research