Literaturnachweis - Detailanzeige
| Autor/inn/en | Villanueva, María Emilia; Camilli, Emiliano; Chirillano, Ana Clara; Cufré, Juan Angel; de Landeta, Maria Cristina; Rigacci, Laura Natalia; Velazco, Viviana Miriam; Pighin, Andrés Fabián |
|---|---|
| Titel | Teaching Instrumental Analytical Chemistry during COVID-19 Times in a Developing Country: Asynchronous versus Synchronous Communication |
| Quelle | In: Journal of Chemical Education, 97 (2020) 9, S.2719-2722 (4 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Villanueva, María Emilia) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-9584 |
| Schlagwörter | Chemistry; Science Instruction; COVID-19; Pandemics; Developing Nations; Asynchronous Communication; College Science; Distance Education; Foreign Countries; College Students; Student Attitudes; Electronic Learning; Argentina |
| Abstract | On March 19, 2020, Argentina's government decided to close academic institutions for an indefinite time in an attempt to contain the spread of the COVID-19 pandemic. Since the University established that, when the quarantine ends, 5 weeks will be reserved for face-to-face activities that could not be carried out virtually (laboratory lessons and final exams), the main focus on the online activities was in the theoretical lessons. For the Instrumental Analytical Chemistry course both synchronous strategy such as questions and answer sessions and asynchronous communication such as Microsoft PowerPoint presentations with explicative audios, simulated assays, and assignments were adopted. A survey conducted with our students indicated that although synchronous lessons provided face-to-face interaction, the lack of good Internet connectivity was the main weakness of this strategy. On the other hand, asynchronous lessons did not require very high bandwidth networks and had the possibility of stopping the lesson and continuing it later. However, students' lack of interaction with their teachers was the main drawback of this type of communication. Most of the students pointed out that a blend of synchronous and asynchronous communication is more desirable for Instrumental Analytical Chemistry lessons than asynchronous or synchronous communication separately. (As Provided). |
| Anmerkungen | Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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