Successes and Challenges: Online Teaching and Learning of Chemistry in Higher Education in China in the Time of COVID-19

Abstract

The Coronavirus disease 2019 (COVID-19) pandemic in China has changed higher education dramatically, with a distinctive rise in online instruction. Here, we describe the major successes and challenges encountered during the full implementation of online chemistry instruction in higher education in China based on questionnaires answered by 56 teachers and 432 students in two universities. In addition to describing the impacts of online chemistry instruction on teachers, students, chemistry experiments, student assessments, and technology, our work seeks to provide insights into how teachers, students, and technologies rise to meet the challenges in this difficult time. Our survey indicates the common challenges for teachers and students that arise from no face-to-face interaction in online instruction. Apart from that, teachers have to be familiar with internet-based technologies and online teaching tools, adjust their teaching plans and teaching methods, and quickly adapt to the new situation. Teachers also need to improve their teacher–student interaction and maintain student interest and engagement during online teaching. To become a successful online learner, students need to be more proactive and self-disciplined. In addition, an effective online teaching method for chemistry experiments has been proposed. While teachers and students still prefer classroom education, the vast majority of them are satisfied with the online chemistry course with significant support from technologies and online platforms.