Open AccessDistance Teaching in Chemistry: Opportunities and Limitations
Author(s) -
Véronique Breguet Mercier,
Ulrich Scholten,
Richard Baltensperger,
Ludovic Gremaud,
Michal Dabros
Publication year - 2021
Publication title -
chimia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.387
H-Index - 55
eISSN - 2673-2424
pISSN - 0009-4293
DOI - 10.2533/chimia.2021.58
Subject(s) - distance education , process (computing) , covid-19 , quality (philosophy) , chemistry education , teaching method , online teaching , computer science , mathematics education , multimedia , psychology , medicine , physics , disease , pathology , quantum mechanics , infectious disease (medical specialty) , operating system
Remote teaching in the tertiary education sector is a relatively common practice, and the implementation of digital solutions in chemistry teaching offers many new opportunities and tools. A survey was conducted after 3 months of emergency remote teaching linked to the COVID-19 pandemic and showed that half of the students estimated it was difficult to study remotely, and reported they had to invest more time compared to classroom teaching, which led to a drop in motivation. Professors also noted that the time necessary to invest in order to produce digital teaching content was enormous. Massive open online laboratories (MOOLs) and process simulators are interesting tools, but practical lab work and related know-how cannot fully be replaced by digital techniques. Finally, it appeared that the professor–student interaction is very important in the distance-learning process, and that a high level of pedagogical (inter)activity is mandatory to maintain motivation and better quality of teaching and learning.