Midsemester Transition to Remote Instruction in a Flipped College-Level Organic Chemistry Course

Abstract

This report describes rapid changes to instructional materials, assessment, and technology use in a flipped college-level organic chemistry course in response to the sudden COVID-19 campus closures and midsemester transition to remote learning. The instructors modified in-class instructional materials to accommodate students’ preference for text-based over audiovisual engagement in the remote environment. The pros and cons of three approaches to administering remote organic chemistry exams are presented. Issues related to equitable incorporation of technology and maintaining academic integrity are discussed.