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The COVID-19 pandemic forced instructors to suddenly pivot from in-person to remote teaching and students to rapidly adapt their learning strategies. During this emergency instruction period, 21 semistructured, one-on-one interviews were conducted to learn about students’ experiences and perceptions about remote instruction in two introductory chemistry courses at two public southwestern universities. Themes that emerged from the interviews include challenges experienced, adaptations, and recommendations for improving remote learning. These themes show that despite unprecedented challenges, students are capable of developing new ways of learning through a variety of approaches. Guided by action research and the Community of Inquiry framework, the two instructors acknowledged and reflected on students’ voices gathered from interview data, then designed and implemented custom pedagogical strategies in their remote courses in subsequent semesters. The collaboration and reflection between the two instructors provide an example of professional development for educators and how they can embrace challenges and transform them into opportunities for growth and learning. The article also discusses implications for improving the quality of remote instruction and connecting with relevant stakeholders .

journal of college science teaching

Capturing Student and Instructor Experiences, Perceptions, and Reflections on Remote Learning and Teaching in Introductory Chemistry Courses During COVID-19