Abstract of Dr. Ekaterina Mendeleeva
Experience of Advanced Chemistry Teaching at AESC MSU in the Pandemic Situation: Challenges, Losses and Gains
Dr. Ekaterina Mendeleeva, Dr. Natalia Morozova, Dr. Alexander Sigeev
Chemistry Department, Kolmogorov School of Moscow State University (AESC MSU) Moscow, Russia
Abstract
During the academic year 2020/2021 the AESC MSU high-school students had only two months of on campus learning. Due to the COVID 19 lockdown and hence quarantine measures we have migrated to e teaching while (mostly) retaining the familiar pattern of resident courses. Lectures, workshops, discussions, mid terms and final tests and even chemical experiments were successfully adapted using features of common videoconferencing software and social networks. There is nothing like face-to-face communication between a teacher and a student for all fields of study, but in chemistry this is especially important due to a key role of laboratory works. Therefore, distant learning has had a particularly hard impact on teaching chemistry. E teaching tools (sound control and moderation, group blackboard, active speaker highlighting etc.) allowed for tighter teacher-class and teacher-individual student interactions during lectures and group studies as well as focusing discussions to the topic at hand. Automated recording of on-line classes allowed for an easy conversion to on-demand recordings with partially preserved live feedback, usually absent from the traditional pre recorded video lectures. Our online teaching system includes two way interaction between the teacher and students during both lessons and after school hours. The use of individual chats led to an increase in activity of shy students, who do not usually participate in the general discussion in class. The program of the remote chemical experimental works has been developed and partially implemented. Practical works were split between do it yourself easier and safer experiments individual students could undertake even at home and teacher video demonstrations. Mid terms were sent and checked individually, reducing the temptation to cheat intrinsic to distant learning, and a stress free final test procedure was worked out.
Keywords: E-teaching, students’ activities, COVID-19, practice work
