Integrating Virtual Tools Into the Face-To-Face Teaching of Undergraduate Analytical Chemistry

Abstract

At the National University of Luján, traditional classroom-based instruction characterized the analytical chemistry courses. However, in response to evolving educational needs, a transition to hybrid education combining virtual and face-to-face activities is occurring. In this context, some questions arise: Can all face-to-face activities be replaced by virtual activities? What benefits does the inclusion of virtual activities bring to the curriculum? Reflecting on the experiences gained during the virtual instruction period that occurred due to the pandemic, the teaching group recognized the value of integrating virtual and face-to-face components. In a comparative assessment of teaching tools, the consensus emerged that a blended approach is crucial for effective analytical chemistry education in the current educational landscape. The findings indicated that, for theoretical lessons, a hybrid approach with face-to-face sessions complemented by asynchronous virtual tools proved to be advantageous. This allowed students the flexibility to review lessons at their convenience. Regarding practical work, a preference for face-to-face instruction was noted, as it facilitated hands-on experience in laboratories with real equipment and samples. However, it was found that the simulation software for gas and liquid chromatography equipment allowed the incorporation of valuable experiences for the study of both methodologies without extending the time required to carry out the practical work or requiring new inputs.