Teaching Chemistry Down Under in an "Upside Down" World: Lessons Learned and Stakeholder Perspectives

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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 languageEnglish
Title of host publicationAdvances in Online Chemistry Education
EditorsElizabeth Pearsall, Kristi Mock, Matt Morgan, Brenna A. Tucker
Place of PublicationWashington DC USA
PublisherAmerican Chemical Society
Chapter8
Pages105-122
Number of pages18
Volume1389
ISBN (Electronic)9780841298224
ISBN (Print)9780841298231
DOIs
Publication statusPublished - 25 Aug 2021

Publication series

NameACS Symposium Series
Volume1389
ISSN (Print)0097-6156
ISSN (Electronic)1947-5918

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