Journal
JOURNAL OF CHEMICAL EDUCATION
Volume 99, Issue 2, Pages 708-714Publisher
AMER CHEMICAL SOC
DOI: 10.1021/acs.jchemed.1c00842
Keywords
First-Year Undergraduate/General; Organic Chemistry; Collaborative/Cooperative Learning; Distance Learning/Self-Instruction; Hands-On Learning/Manipulatives; Communication/Writing; Computer-Based Learning
Funding
- NUS Faculty of Science and Department of Chemistry
- Workforce Singapore (WSG)
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Teaching and learning faced greater challenges during the COVID-19 pandemic, but using online collaborative platforms can enhance student-student and student-teacher interactions, increasing social and learning presence.
Teaching and learning became more challenging during the COVID-19 pandemic as classes moved online for both remote and hybrid learning. For hybrid learning, instructors harnessed various technologies to facilitate student-teacher engagement. Here we explored the use of an online collaborative platform, Miro Board, to aid teaching of organic chemistry for hybrid learning. We applied the revised Community of Inquiry (CoI) framework in our teaching exploration to support student-student and student-teacher interactions. Our experiences indicated that the use of Miro Board raises the social and learning presence in the revised CoI.
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