BLENDED DELIVERY OF UNDERGRADUATE CHEMISTRY LABORATORIES DUE TO COVID-19

Georgina Sauzier

Abstract


COVID-19 has had a profound impact on tertiary education, most notably the rapid transition from face-to-face classes to online methods of teaching. This has posed significant challenges for laboratory classes, where students normally acquire technical, data analysis and communication skills through direct hands-on experience. Achieving these learning outcomes amid a global pandemic requires fundamental re-design of laboratory activities and their assessment. This presentation will provide a case study of how a second-year analytical chemistry unit was adapted to provide a blended learning experience. Half of the laboratories were transitioned into take-home activities using video recordings, sample data and additional online resources in place of face-to-face sessions. A revised report format was introduced, enabling students to demonstrate their knowledge of the underpinning chemistry and laboratory safety without physical attendance. The remaining laboratories were held face-to-face and assessed through a competency criterion system, maximising the value of students’ on-campus experience. An analysis will be provided of lessons learned from the adaptation process and how this will be used for continuous unit improvement.

Keywords


blended learning, analytical chemistry, online laboratory, COVID-19

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