Abstract
Remote teaching in the tertiary education sector is a relatively common practice, and the implementation of digital solutions in chemistry teaching offers many new opportunities and tools. A survey was conducted after 3 months of emergency remote teaching linked to the COVID-19 pandemic and showed that half of the students estimated it was difficult to study remotely, and reported they had to invest more time compared to classroom teaching, which led to a drop in motivation. Professors also noted that the time necessary to invest in order to produce digital teaching content was enormous. Massive open online laboratories (MOOLs) and process simulators are interesting tools, but practical lab work and related know-how cannot fully be replaced by digital techniques. Finally, it appeared that the professor-student interaction is very important in the distance-learning process, and that a high level of pedagogical (inter)activity is mandatory to maintain motivation and better quality of teaching and learning.
Highlights
Remote teaching in the tertiary education sector is a relatively common practice, and the implementation of digital solutions in chemistry teaching offers many new opportunities and tools
Our intent is to share with other colleagues our experience of remote teaching in the field of chemistry
A survey of professors and students that was conducted after Emergency Remote Teaching’ (ERT) was implemented evaluated our institution perception compared to previous concepts
Summary
Remote teaching in the tertiary education sector is a relatively common practice, and the implementation of digital solutions in chemistry teaching offers many new opportunities and tools. The implementation of digital techniques for teaching modifies the triangle, since a new factor is present, transforming the pedagogical triangle into a tetrahedron.[3,4] the number of edges is increased from 3 to 6, entailing new interactions between the digital techniques and other participants (Fig 1): The knowledge and the digital techniques are connected through digitalization; the student and the digital techniques are joined through enhancement and the teacher and the digital techniques are connected via potentiation Based on this representation, the pedagogical sequence is a journey within a three-dimensional system, offering new opportunities, and sometimes distraction factors and technical issues. It is important to provide solutions to exercises in order to provide a reassured feeling to the stu-
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