Historically, effective undergraduate chemistry teaching strategies have been hallmarked by engaging, in-person learning. However, in response to the COVID-19 pandemic and subsequent transition to online learning in universities across the globe, effective chemistry education has been challenged by the new digital learning landscape. In response to the shifting perceptions of online chemistry education during the COVID-19 pandemic, a survey assessing how online education has impacted students’ sense of community, motivation, and study habits was given to undergraduates at Duke University enrolled in chemistry courses. The participants consisted of 321 chemistry undergraduate students incorporating students of all class year, first-generation status, gender, academic major, and race. Significant to informing faculty of emerging practices to facilitate teaching undergraduates, this survey also generated qualitative responses voicing concerns and feedback from students. Among these qualitative responses, the most frequently discussed issue was students’ lack of engagement and motivation due to feeling socially disconnected from faculty and peers, hindering learning achievement. However, it is important to note that positive feedback from students was also received as students noted the flexibility and additional resources such as recorded lectures offered by online learning were helpful. A coding scheme was developed to assess student perceptions of workload, satisfaction, sense of belonging, understanding of course material, learning environment, use of outside resources or technology, and motivation. The most significant finding was the difference of perception of online education between students of different class years. There was a statistical difference between freshman and other students with regard to the satisfaction they felt in their assignments, while there was also a statistical difference between sophomores and other students with regard to the perceived amount of work. As the pandemic continues to impact universities, it is Important to leverage the results of this survey to optimize the online chemistry course experience. Following these research trends, it is suggested that faculty create an online learning environment where students feel like the workload is manageable, and incorporate social connection in the virtual classroom.

Impacts of online learning -- Lessons learned and future directions

ACS Spring Meeting 2021

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.