Maintaining an Active Organic Class during the COVID-Induced Online Transition at Two Undergraduate Institutions
Author:
Affiliation:
1. Department of Chemistry, Huntington University, 2303 College Avenue, Huntington, Indiana 46750, United States
2. Department of Chemistry, University of Dallas, 1845 East Northgate Drive, Irving, Texas 75062, United States
Publisher
American Chemical Society (ACS)
Subject
Education,General Chemistry
Link
https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.0c00759
Reference22 articles.
1. Widener, A. Chemistry departments deal with coronavirus closures. Chem. Eng. News, March 19, 2020 (updated April 7, 2020). https://cen.acs.org/education/graduate-education/Chemistry-departments-deal-coronavirus-closures/98/i11 (accessed 2020-06-12).
2. High Structure Active Learning Pedagogy for the Teaching of Organic Chemistry: Assessing the Impact on Academic Outcomes
3. Why Peer Discussion Improves Student Performance on In-Class Concept Questions
4. Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom
5. Active Learning and Cooperative Learning in the Organic Chemistry Lecture Class
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