Collaborative Group Learning in Remotely Taught Analytical Chemistry Courses
Thomas J. Wenzel
Abstract
The use of synchronous remote teaching methods in two undergraduate analytical chemistry courses during the COVID-19 pandemic is described. Classes were convened using cloud-based video conferencing software, and the majority of class time involved students working in small groups on worksheets. All group activities were followed by a whole-class session in which students reported out and discussed the answers. Discussions allowed us to resolve differences in answers among the different groups, discuss interesting questions that arose in some of the groups during their discussion, and summarize the expected answers for questions on the worksheets. The incorporation of a group component into the final exam in one of the courses is described. Students indicated that they preferred the use of synchronous instruction to the asynchronous instruction that occurred in other courses. They also preferred having the opportunity to work in small groups. The active learning materials used in the two courses are available to instructors and students for free through the Analytical Sciences Digital Library. While class sizes in this report were small, the potential for using collaborative groups in larger classes is described.