The recent pandemic has dramatically changed the higher education landscape, including the field of chemistry education. Chemistry departments had to transition their classes online, and chemistry instructors quickly adapted to teach remotely. Some of the changes are here to stay, even when we move past the “COVID-19 time”. This includes new course offerings developed during the pandemic for live streaming, asynchronous, and hybrid deliveries. Thus, finding ways to cultivate and sustain student engagement in such classes is more important than ever. Among the three delivery modalities, asynchronous chemistry lecture courses are some of the hardest to engage students in. In such classes, the absence of live interactions and immediate feedback from the instructor necessitates a careful design of the learning pathway in the LMS system of choice (e.g., Canvas, Blackboard, etc.). This presentation will demonstrate the data harvesting and data analysis tools that chemistry instructors can use to gauge whether they designed their asynchronous courses for the best student engagement and performance. As a part of this presentation, I will share some ideas on leveraging the LMS access data to improve course design and delivery.

Harvesting LMS data to improve design and delivery of asynchronous chemistry classes for better student engagement

ACS Fall 2021

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