Overcoming the Challenges of Remote Instruction: Using Mobile Technology to Promote Active Learning

During the Spring 2020 semester, many institutions abruptly transitioned their courses from face-to-face instruction to remote learning in response to the COVID-19 pandemic. To address the unique c...

[1]  B. Rempel,et al.  Community Matters: Student–Instructor Relationships Foster Student Motivation and Engagement in an Emergency Remote Teaching Environment , 2020, Journal of Chemical Education.

[2]  K. Tanner Promoting student metacognition. , 2012 .

[3]  Aaron W. Amick,et al.  An Almost Paperless Organic Chemistry Course with the Use of iPads , 2014 .

[4]  Jayashree S. Ranga Multipurpose Use of Explain Everything iPad App for Teaching Chemistry Courses , 2018 .

[5]  You’ve Got Mail (and Homework): Simple Strategies for Promoting Student Engagement with Prelecture Videos , 2019, Journal of Chemical Education.

[6]  Di Xu,et al.  How do online course design features influence student performance? , 2016, Comput. Educ..

[7]  Sarah Dimick Gray Embedded Video Questions as a Low-Stakes Assignment During the Remote Learning Transition , 2020 .

[8]  Kathy Booth,et al.  Effects and implications of mini-lectures on learning in first-semester general chemistry , 2008 .

[9]  H. Simon,et al.  Perception in chess , 1973 .

[10]  Wang-Kin Chiu Implications for the Use of PowerPoint, Classroom Response Systems, Teams, and Whiteboard to Enhance Online Teaching of Chemistry Subjects in Community College , 2020 .

[11]  Hal Van Ryswyk,et al.  Emergency Remote Instruction during the COVID-19 Pandemic Reshapes Collaborative Learning in General Chemistry , 2020 .

[12]  Jie Huang Successes and Challenges: Online Teaching and Learning of Chemistry in Higher Education in China in the Time of COVID-19 , 2020, Journal of Chemical Education.

[13]  Sarah L. Eddy,et al.  Caution, Student Experience May Vary: Social Identities Impact a Student’s Experience in Peer Discussions , 2015, CBE life sciences education.

[14]  Jonathan C. Rienstra-Kiracofe,et al.  The Next Generation Digital Learning Environment for Chemistry , 2019, Technology Integration in Chemistry Education and Research (TICER).

[15]  Allegra L. Liberman-Martin,et al.  Midsemester Transition to Remote Instruction in a Flipped College-Level Organic Chemistry Course , 2020 .

[16]  Mary Pat Wenderoth,et al.  Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms , 2014, CBE life sciences education.

[17]  S. Urban Pen-Enabled, Real-Time Student Engagement for Teaching in STEM Subjects , 2017 .

[18]  M. Spérandio,et al.  Attempts, Successes, and Failures of Distance Learning in the Time of COVID-19 , 2020, Journal of Chemical Education.

[19]  J. Morris,et al.  Adapting to the COVID-19 Online Transition: Reflections in a General Chemistry Sequence Taught by Multiple Instructors with Diverse Pedagogies , 2020 .

[20]  Joseph D. Novak,et al.  Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners , 2002 .

[21]  Michael Lewis,et al.  Engaging Organic Chemistry Students Using ChemDraw for iPad. , 2015 .

[22]  Myung Won Lee Online Teaching of Chemistry during the Period of COVID-19: Experience at a National University in Korea , 2020 .

[23]  Stacey Lowery Bretz Novak's Theory of Education: Human Constructivism and Meaningful Learning , 2001 .

[24]  S. Bianchi,et al.  Taking on the Second Shift: Time Allocations and Time Pressures of U.S. Parents with Preschoolers , 2009 .

[25]  Vicente A Talanquer,et al.  The role of intuitive heuristics in students' thinking: Ranking chemical substances , 2010 .

[26]  E. Jansen,et al.  ‘It’s almost a mindset that teachers need to change’: first‐year students’ need to be inducted into time management , 2010 .

[27]  Omar Villanueva,et al.  Transitioning an Upper-Level, Integrated Laboratory Course to Remote and Online Instruction During the COVID-19 Pandemic , 2020 .

[28]  Lee J. Silverberg,et al.  Use of Doceri Software for iPad in Online Delivery of Chemistry Content , 2014 .

[29]  Claire R. Williams,et al.  Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math , 2020, Proceedings of the National Academy of Sciences.

[30]  Julia P. Sarju Rapid Adaptation of a Traditional Introductory Lecture Course on Catalysis into Content for Remote Delivery Online in Response to Global Pandemic , 2020 .

[31]  Anthony L. Fernandez Using iPads and Apple Pencils to Enhance the Student Learning Experience in Inorganic Chemistry , 2020 .

[32]  K. A. Burke,et al.  How the COVID-19 Pandemic Changed Chemistry Instruction at a Large Public University in the Midwest: Challenges Met, (Some) Obstacles Overcome, and Lessons Learned , 2020 .

[33]  Roshini Ramachandran,et al.  Student Perspectives on Remote Learning in a Large Organic Chemistry Lecture Course , 2020 .

[34]  Chad E. Forbes,et al.  An integrated process model of stereotype threat effects on performance. , 2008, Psychological review.

[35]  D. Blauch,et al.  #DavidsonTrue: Transitioning to Remote Teaching while Maintaining Our Values as a Liberal Arts College during the COVID-19 Pandemic , 2020 .

[36]  Jayashree S. Ranga Online Engagement of Commuter Students in a General Chemistry Course During COVID-19 , 2020 .

[37]  Jan L. Plass,et al.  Design factors for educationally effective animations and simulations , 2009, J. Comput. High. Educ..

[38]  David P. Durkin,et al.  With Anchors Aweigh, Synchronous Instruction Preferred by Naval Academy Instructors in Small Undergraduate Chemistry Classes , 2020 .

[39]  Anna M. Christianson Using Socrative Online Polls for Active Learning in the Remote Classroom , 2020 .

[40]  Scott Freeman,et al.  Prescribed active learning increases performance in introductory biology , 2007, CBE life sciences education.

[41]  Elli J. Theobald,et al.  Reducing achievement gaps in undergraduate general chemistry could lift underrepresented students into a “hyperpersistent zone” , 2020, Science Advances.

[42]  L. J. Silverberg Use of Doceri Software for iPad in Polycom and Resident Instruction Chemistry Classes , 2013 .

[43]  Re-flipping in the Remote Classroom: The Surprising Uptake of Video-Recorded Worked Examples , 2020 .

[44]  Carmen Sandi,et al.  Stress and cognition. , 2013, Wiley interdisciplinary reviews. Cognitive science.

[45]  Robert E. Slavin,et al.  Cooperative learning and academic achievement: why does groupwork work? , 2014 .

[46]  Brian A. Provencher,et al.  Using a Multitouch Book to Enhance the Student Experience in Organic Chemistry , 2019 .

[47]  M. Crimmins,et al.  High Structure Active Learning Pedagogy for the Teaching of Organic Chemistry: Assessing the Impact on Academic Outcomes , 2017 .

[48]  Shawn Y. Stevens,et al.  Developing a Hypothetical Multi-Dimensional Learning Progression for the Nature of Matter. , 2009 .

[49]  K. Shea,et al.  First-Semester Organic Chemistry during COVID-19: Prioritizing Group Work, Flexibility, and Student Engagement , 2020, Journal of Chemical Education.

[50]  John A. Milligan What Is the Value of Synchronous Engagement in Small Remote Organic Chemistry Classes? Analysis of Multiple-Choice Polling Data from the COVID-Impacted Spring Semester of 2020 , 2020 .

[51]  Rachel L. Rupnow,et al.  A Perturbed System: How Tenured Faculty Responded to the COVID-19 Shift to Remote Instruction , 2020 .

[52]  Jason P. Jones,et al.  Instructional Utility and Learning Efficacy of Common Active Learning Strategies , 2017 .

[53]  Elsa C. Y. Yan,et al.  Impact of the Emergency Transition to Remote Teaching on Student Engagement in a Non-STEM Undergraduate Chemistry Course in the Time of COVID-19 , 2020 .

[54]  Fun Man Fung,et al.  How Chemists Achieve Active Learning Online During the COVID-19 Pandemic: Using the Community of Inquiry (CoI) Framework to Support Remote Teaching , 2020, Journal of Chemical Education.

[55]  Robert Heckman,et al.  Using Structured Pair Activities in a Distributed Online Breakout Room , 2020, Online Learning.

[56]  Thomas J. Wenzel,et al.  Collaborative Group Learning in Remotely Taught Analytical Chemistry Courses , 2020 .

[57]  D. Callahan,et al.  Exploring Engagement as a Predictor of Success in the Transition to Online Learning in First Year Chemistry , 2020 .

[58]  David C. Haak,et al.  Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology , 2011, Science.

[59]  Michelle K. Smith,et al.  Active learning increases student performance in science, engineering, and mathematics , 2014, Proceedings of the National Academy of Sciences.

[60]  Stephanie Dingwall Lessons Learned from Active Engagement in a Large-Enrollment Introductory Biochemistry Course during a Remote Quarter , 2020 .

[61]  K. D. Kloepper,et al.  Learning Postdisruption: Lessons from Students in a Fully Online Nonmajors Laboratory Course , 2020 .

[62]  Jin Kim Montclare,et al.  Development and Implementation of High School Chemistry Modules Using Touch-Screen Technologies , 2012 .

[63]  Kathleen A. Jeffery,et al.  Students’ Responses to Emergency Remote Online Teaching Reveal Critical Factors for All Teaching , 2020 .

[64]  Maria T. Gallardo-Williams,et al.  Effectiveness of Student-Generated Video as a Teaching Tool for an Instrumental Technique in the Organic Chemistry Laboratory , 2016 .

[65]  Kassem M. Hallal,et al.  A Quick Shift from Classroom to Google Classroom: SWOT Analysis , 2020 .

[66]  D. Blizak,et al.  Students’ Perceptions Regarding the Abrupt Transition to Online Learning During the COVID-19 Pandemic: Case of Faculty of Chemistry and Hydrocarbons at the University of Boumerdes—Algeria , 2020 .

[67]  Riley J. Petillion,et al.  Student Experiences of Emergency Remote Teaching: Impacts of Instructor Practice on Student Learning, Engagement, and Well-Being , 2020 .

[68]  Mudit K. Singhal Facilitating Virtual Medicinal Chemistry Active Learning Assignments Using Advanced Zoom Features during COVID-19 Campus Closure , 2020, Journal of Chemical Education.

[69]  Holly N. Currie Mindful Well-Being and Learning , 2020 .