An Overview of Chemistry Teaching Transformation during COVID-19 Pandemic: An Experience from University of Botswana
Asian Journal of Chemical Sciences · pp. 1–6 · Published 25 Oct 2021
10.9734/ajocs/2021/v10i419097Abstract
COVID-19-related disruption in teaching in the University of Botswana led the school to prepare new strategies for running classes and to design innovative way of instruction. The most notable change was to replace face-to-face lectures with online teaching at least partially (blended teaching and learning). This posed many challenges, especially in the teaching of science and technology subjects. In a laboratory-based discipline such as chemistry the problems encountered were especially daunting. Moreover, writing mathematical equations, chemical reactions and reaction mechanisms posed their own difficulties. The present communication provides a brief overview of how chemistry education at the University, the premier national university of Botswana, has been transformed during the last three semesters. It is based on experience of the author and as judged by the feed-back received from colleagues and the students. Admittedly, the experience is limited and much discussion is still in progress to meet the unresolved challenges. Theory classes at undergraduate levels are now mostly taught online using packages such as Moodle and MS Teams. The tutorial and laboratory sessions have faced the greatest disruptions and the instructors continue to explore ways to conduct these virtually. Online examinations were found to be limited in their effectiveness, especially in the assessment of drawing chemical structure and reaction mechanisms as well as the students’ ability in scientific writing.
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Cited by 2
W. M. Valsecchi, F. Dominici, Karina A. Gomez · Journal of Chemical Education · 2022
Showing 1 of 2 known citations — external sources report more than can currently be individually listed.
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