Squaring the circle by attempting to teach a lab class in the cloud: Reflections after a term in lockdown
Squaring the circle by attempting to teach a lab class in the cloud: Reflections after a term in lockdown
Whether it is prolonged strike action, a protest movement, or a global viral outbreak, the disruptions triggered in higher education are profound. In a STEM subject, laboratory classes are vital to teaching and learning. Chemistry educators had to transport laboratory skills-based teaching and assessment of courses to the virtual world at short notice, while adhering to evolving university policies. Analysis of the situation from the perspective of the lecturer and the student revealed for a laboratory class setting that student engagement did not significantly change throughout the semester and was relatively high compared to other teaching activities. During the lockdown students embraced traditional pathways for seeking support and reluctantly adopted new opportunities presented to staff and students alike at the start of the closure period. More active and interactive formats failed to take proper hold mainly due to a combination of technology (restrictions in available bandwidth and hardware) and anxiety issues. Undergraduate students, however, do wish to engage with their studies, and if the difficulties identified herein can be addressed adequately, the scene can be set for a successful and supportive teaching and learning environment in a socially distanced lab class combined with improved online support. It would include a structured and prescribed participation in partly online, partly live teaching sessions that are summatively assessed. This must be supported by a formal induction to the available IT infrastructure as well as assurances that learning in open fora enriches the learning experience and should not cause nervousness. Sticking to the published timetable for synchronous delivery and additional asynchronous support opportunities will assist students in planning and undertaking a balanced workload, and the social aspects and value of face-to-face time in a blended teaching approach must be emphasized.
Distance Learning/Self Instruction, First-Year Undergraduate/General, General Public, Interdisciplinary/Multidisciplinary, Internet/Web-Based Learning, Learning Theories, Multimedia-Based Learning, Second-Year Undergraduate
3018-3022
Logothetis, Thomas
9f42a28f-0c36-4d47-a137-7a317acb0237
Flowers, Colin
b5f07fd2-b44f-4698-b1d1-c29acf679467
8 September 2020
Logothetis, Thomas
9f42a28f-0c36-4d47-a137-7a317acb0237
Flowers, Colin
b5f07fd2-b44f-4698-b1d1-c29acf679467
Logothetis, Thomas and Flowers, Colin
(2020)
Squaring the circle by attempting to teach a lab class in the cloud: Reflections after a term in lockdown.
Journal of Chemical Education, 97 (9), .
(doi:10.1021/acs.jchemed.0c00872).
Abstract
Whether it is prolonged strike action, a protest movement, or a global viral outbreak, the disruptions triggered in higher education are profound. In a STEM subject, laboratory classes are vital to teaching and learning. Chemistry educators had to transport laboratory skills-based teaching and assessment of courses to the virtual world at short notice, while adhering to evolving university policies. Analysis of the situation from the perspective of the lecturer and the student revealed for a laboratory class setting that student engagement did not significantly change throughout the semester and was relatively high compared to other teaching activities. During the lockdown students embraced traditional pathways for seeking support and reluctantly adopted new opportunities presented to staff and students alike at the start of the closure period. More active and interactive formats failed to take proper hold mainly due to a combination of technology (restrictions in available bandwidth and hardware) and anxiety issues. Undergraduate students, however, do wish to engage with their studies, and if the difficulties identified herein can be addressed adequately, the scene can be set for a successful and supportive teaching and learning environment in a socially distanced lab class combined with improved online support. It would include a structured and prescribed participation in partly online, partly live teaching sessions that are summatively assessed. This must be supported by a formal induction to the available IT infrastructure as well as assurances that learning in open fora enriches the learning experience and should not cause nervousness. Sticking to the published timetable for synchronous delivery and additional asynchronous support opportunities will assist students in planning and undertaking a balanced workload, and the social aspects and value of face-to-face time in a blended teaching approach must be emphasized.
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More information
e-pub ahead of print date: 17 August 2020
Published date: 8 September 2020
Keywords:
Distance Learning/Self Instruction, First-Year Undergraduate/General, General Public, Interdisciplinary/Multidisciplinary, Internet/Web-Based Learning, Learning Theories, Multimedia-Based Learning, Second-Year Undergraduate
Identifiers
Local EPrints ID: 444169
URI: http://eprints.soton.ac.uk/id/eprint/444169
ISSN: 0021-9584
PURE UUID: a05310c7-1e79-4735-b1bb-8c316dde58ee
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Date deposited: 30 Sep 2020 16:30
Last modified: 06 Jun 2024 04:16
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