Abstract
Our first-semester organic chemistry class focused on structured group work to enable active learning in class. When Smith College switched to online learning after spring break, the class was adapted to fit into an online learning model while retaining active learning. Using feedback from students, we implemented two tracks, one focused on independent work and one focused on group work. Using Zoom’s breakout rooms, we were able to simulate the full-class and small-group experiences of our in-person class with the help of student learning assistants to facilitate group learning. Slack was introduced for class questions and communications. Student feedback was positive overall and indicated that their perceptions about group work improved over the semester. In the case of in-person classes in the fall, this method might be preferable to a class in which social distancing hampers student-to-student discussion.
Highlights
The core organizing principle for the design of our first-semester organic chemistry class in the spring of 2020 was to maximize student interactions and facilitate small group work inside and Journal of Chemical Education7/28/20 outside of regular class time.1,2 We used a newly renovated, flat-floor, active learning space that would 25 accommodate our 80 students
We continue to believe in active learning and the importance of small group work
Some students still resist active engagement in these settings even as we introduce them to research findings highlighting the benefit of group work versus lecture
Summary
The core organizing principle for the design of our first-semester organic chemistry class in the spring of 2020 was to maximize student interactions and facilitate small group work inside and Journal of Chemical Education7/28/20 outside of regular class time.1,2 We used a newly renovated, flat-floor, active learning space that would 25 accommodate our 80 students. We returned to the large group for comments on common questions or mistakes, went back to the breakout rooms to attempt new group problems.18 A critical component for the full class and small groups was a tablet 110 with a stylus to enable screen sharing and effective structural drawing.
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