CHALLENGES TO TEACHING AND LEARNING ONLINE: LESSONS LEARNED, REFLECTIONS, AND STAKEHOLDER PERSPECTIVES

Bachelor of Pharmaceutical Science pivoted to online teaching and learning in March 2020, due to the onset of the COVID-19 pandemic. There were significant challenges: pedagogical, technological, logistical, and affective. I will use the example of a first year chemistry unit to illustrate how we addressed these challenges. We re-imagined interactive lectures, workshops, and tutorials for online implementation. Live and asynchronous approaches were used to facilitate and support student engagement with these activities. The hands-on nature of the degree presented specific challenges for the online delivery of the laboratory classes, which were addressed flexibly and adroitly through videos, animations, and data processing tasks. Assessments were re-conceptualised to balance three overarching goals: the evidence for the attainment of learning outcomes, academic integrity, and student well-being in the face of technical and personal challenges. The largest challenge for the online learning in the course designed for on-campus delivery was fashioning and maintaining a supportive relationship with and between students. To this end, we used a range of approaches, in particular we relied on small-group coaching – a mechanism established in 2018-2019 and adopted in 2020 in online format. This presentation will include perspectives from multiple stakeholders: students, teaching associates, teaching fellows, and academics

Teaching Associates' perspectives of online teaching and learning in a Pharmaceutical Science degree

BACKGROUND COVID-19 restrictions have forced instructors to quickly adapt to the online environment by familiarising themselves with various strategies for teaching online (Epps, Brown, Nijjar, & Hyland, 2021). One of the online teaching strategies employed at Monash University in the Pharmaceutical Science course was the combination of breakout rooms in synchronous ZoomTM meetings with Google DocsTM, which replaced the small face-to-face workshops. AIMS This project aims to identify approaches used by teaching associates (TAs) to facilitate small synchronous workshop-style online classrooms by analysing their perspectives of online teaching and learning. DESIGN AND METHODS Seven semi-structured interviews with TAs teaching in the Bachelor of Pharmaceutical Science degree were examined qualitatively using the abductive thematic analysis approach. RESULTS The results show that setting expectations and having a structured workshop with judicious group formation and instructor-prepared Google DocsTM were considered effective for facilitating small synchronous online classrooms. However, non-compulsory classes that were not assessed and student-prepared Google DocsTM were perceived as less effective. Identified areas for improvement included: promoting camera use during class, holding TA briefing sessions prior to workshops earlier to allow more preparation time, and expanding training for online facilitators. Barriers to improvement were also revealed, such as students’ unfamiliarity with their peers and lateness of facilitator notes provided to TAs by academics. The former discouraged students from using cameras during class while the latter led to the TAs feeling under-prepared for the workshops which they were facilitating. CONCLUSION By keeping the identified successful teaching approaches while implementing strategies to address both the not-so-effective approaches and barriers to improvement, instructors would be able to create more effective and meaningful online learning experiences for students. REFERENCES Epps, A., Brown, M., Nijjar, B., & Hyland, L. (2021). Paradigms lost and gained: Stakeholder experiences of crisis distance learning during the Covid-19 pandemic. Journal of Digital Learning in Teacher Education, 37(3), 167-182. https://doi.org/10.1080/21532974.2021.192958

TEACHING ASSOCIATES’ AND STUDENTS’ PERSPECTIVES OF ONLINE LEARNING IN A SCIENCE DEGREE

BACKGROUND COVID-19 restrictions have caused instructors and students to quickly adapt to the online environment, familiarising themselves with internet-based technologies and online education tools (Huang, 2020). AIMS To delineate approaches to synchronous online classroom facilitation and analyse students’ and teaching associates’ (TA) perspectives of online learning. DESIGN AND METHODS Seven semi-structured interviews with TAs and surveys of 118 students from the Bachelor of Pharmaceutical Science (Monash University) degree were analysed quantitatively and qualitatively, following Braun and Clarke’s (2006) thematic analysis guidelines. RESULTS While discussion forum and untimetabled pre-recorded lectures were perceived as ineffective, a well-outlined course structure and a regular two-way communication between students and instructors, as observed in Zoom sessions and weekly activity tables, successfully promoted student engagement. TA interviews revealed possible improvement areas, namely, the use of technology solutions to observe students’ problem-solving processes, persistent camera use during classes, and resources/support in improving TAs’ preparedness to teach online. CONCLUSION By keeping the successful online teaching approaches in an online environment while implementing improvement strategies to address the barriers to not-so-effective approaches and/or shifting these approaches to face-to-face classrooms, instructors would be able to create more effective and meaningful learning experiences for students through blending learning. REFERENCES Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi:10.1191/1478088706qp063oa Huang, J. (2020). Successes and Challenges: Online Teaching and Learning of Chemistry in Higher Education in China in the Time of COVID-19. Journal of Chemical Education, 97(9), 2810-2814. doi:10.1021/acs.jchemed.0c0067

STUDENT DEVELOPMENT OF PROBLEM-SOLVING SKILLS USING METACOGNITIVE SCAFFOLDING

Despite problem solving being a core skill in chemistry, students struggle to solve chemistry problems. This difficulty may be the result of students trying to solve problems through memorising algorithms. Our research group developed a metacognitive scaffold, known as Goldilocks Help, to support students through structured problem solving and its phases, such as planning and evaluation (Yuriev et al., 2017). This study investigated how first-year chemistry students engaged with the scaffold and how that engagement affected their learning. Data was collected from the assignments, which involved students solving an allocated problem and reflectively comparing their effort to an expert solution. This qualitative study was underpinned by a social constructionist epistemology. A mixed-method approach of frequency and thematic analyses was used. Initially, students did not engage with the scaffold due to viewing it as extra work and time, that needed to be done in addition to solving a problem. Over repeated assignment cycles, students showed greater engagement with the scaffold and became more metacognitively self-aware. Scaffold use and observing the expert solution, helped students to reflect and articulate their problem-solving processes. Students were able to identify improvement strategies and potential points of error that could be avoided. REFERENCE Yuriev, E., Naidu, S., Schembri, L., Short, J. (2017). Scaffolding the development of problem-solving skills in chemistry: guiding novice students out of dead ends and false starts. Chemistry Education Research and Practice, 18, 486-504

SUPPORT FOR PROBLEM SOLVING THROUGH SCAFFOLDING

Students often have difficulty solving chemistry problems. This difficulty may be compounded by students trying to solve problems by memorised algorithms and/or meaningless manipulation of mathematical operations. To address these challenges, our group developed a scaffold (Goldilocks Help) to support students through structured problem solving and its phases, such as planning and evaluation (Yuriev et al., 2017). This study explored how first-year chemistry students engaged with the problem-solving scaffold and how that engagement affected their learning, particularly in the context of the stressful online environment of the 2020 COVID-19 semester. Mixed-method data was collected from the assignments, which involved students: (i) solving an allocated problem and (ii) reflectively comparing their effort to an expert solution. Initially, many students did not engage with the scaffold due to viewing it as an “extra” work that needs to be done in addition to solving a problem. Through repeated assignment cycles, students showed greater engagement with the scaffold. Problem-solving success rate increased throughout the semester. By applying the scaffold to a range of chemical problems, students came to appreciate that it supported them in solving problems. Understanding students’ problem-solving processes will inform innovations in teaching problem solving

Student approaches to problem solving: What do students really think when they solve problems?

Students use multiple strategies to solve chemical problems. However, not all problem-solving approaches are conducive to successful problem solving. The effectiveness of an individual’s approach depends on their content knowledge, experience, and metacognitive skills. In this research project, we explored the pathways students undertake while solving chemical problems by conducting think-aloud interviews with first-year undergraduate students. The interviews were analysed thematically and student problem-solving approaches were categorised into productive or unproductive (Rodriguez et al., 2019; Yuriev et al., 2017). Unsuccessful attempts lacked structure and relied on a trial-and-error approach. For example, these students listed all equations they could recall in an attempt to match to the data found in the problem. Successful students took a more structured and meaningful approach. For example, they identified core concepts underlying the problem in order to apply relevant knowledge. Additionally, successful students readily integrated metacognitive strategies to monitor the productivity of their approach. These techniques allowed them to identify errors and assess whether their answer sounded reasonable. An understanding of the variety of student problem-solving approaches, productive and unproductive, will help to inform instruction that addresses student misconceptions and accounts for student struggles with problem solving. REFERENCES Rodriguez J. G., Bain K., Hux N. P. & Towns M. H. (2019). Productive features of problem solving in chemical kinetics: More than just algorithmic manipulation of variables. Chemistry Education Research and Practice, 20, 175-186. Yuriev, E., Naidu, S., Schembri, L., & Short, J. (2017). Scaffolding the development of problem-solving skills in chemistry: Guiding novice students out of dead ends and false starts. Chemistry Education Research and Practice, 18, 486-504

Characteristics of problem solving in spectroscopy: Productive and unproductive pathways

Solving spectroscopy problems is a complex challenge. There are many possible approaches to solving such problems however students often believe there is only a single right pathway to reach the correct endpoint. Previously, we generated teaching resources by recording solutions produced by Honours and PhD students, postdocs, senior researchers, and professors (Yuriev, 2018). This presentation will cover the novel analysis of these recordings, that was carried out to identify productive and unproductive pathways in problem solutions and to explore their novice and expert characteristics. Think-aloud interviews revealed that participants with different academic levels demonstrated common problem-solving features, for example assessing completion. However, the feature expression was expertise-dependent. For example, all participants initiated problem solution by interpreting spectral data, however novices did it less productively than the experts. Similarly, unlike novices, experts were able to explicitly verbalise their problem-solving strategies and reflect on the quality and meaning of the solution outcome. Recognising alternative problem-solving pathways highlights the diverse ways a problem can be interpreted and solved. The multiple possible strategies identified during the analysis will inform spectroscopy teaching and learning and will allow students to develop their own strategies to solving spectroscopy problems. REFERENCE Yuriev, E., Burton, J., Vo, K., Maher, S., Thompson, C., & Scanlon, M. (2018). Engaging students with multiple pathways for problem solving. Proceedings of the Australian Conference on Science and Mathematics Education (pp. 104-105). Flinders University, Adelaide, Australia

CHEMISTRY DISCIPLINE MEETING

The tertiary sector has been rocked to its core by the COVID-19 pandemic and the subsequent shift to online teaching. One of the areas most impacted has been how we assess our students and the associated challenges relating to academic integrity, quality, and logistics. The 2021 ACSME Chemistry Discipline Day workshop will focus on these challenges and aims to crowdsource ideas for solutions at both an individual and institutional level. This conversation is an extension of a recent workshop at the RACI Chemistry Education Division Symposium and outcomes from this workshop will inform discussions held by our representatives with the Australian Council of Deans of Science (ACDS)

COLLECTING EVIDENCE OF GOOD PRACTICE AND LEADERSHIP IN A TUMULTUOUS TIME

GOAL To deliver an outcomes-focused workshop that guides participants in recognising and communicating potential sources of evidence as part of their teaching practice and leadership. BACKGROUND With the increase in education-focused roles around Australia, many tertiary institutions have established new pathways for recognition, reward and progression. However, the wave of new and transitioning tertiary educators in recent times may be unfamiliar with navigating through these new expectations and pathways. Fortunately, there are many commonalities in the reward and recognition processes for tenure, promotion and awards across institutions and a strong, supportive science education community to share experiences and advice! AIMS In this session, we will share our collective experiences and expectations across a range of Australian institutions. We will highlight proactive approaches to the collection and organisation of teaching and leadership evidence in different teaching and service contexts, paying close attention to the challenges posed by the transition to online teaching during the COVID-19 pandemic. Through this workshop, we intend to develop strategies that individual participants may employ to build their teaching and leadership portfolios. Participants from all science disciplines and academic levels are invited. DELIVERABLES Through this workshop we aim to facilitate the following: • A landscape view of commonalities in the awards and academic progression requirements across tertiary institutions; • Tips, tricks and strategies for the collection and organisation of teaching and leadership evidence; • Reflection on your own academic portfolio and plans for future evidence collection. WORKSHOP Introduction (15 minutes) We will begin this workshop by breaking down a few of the key expectations of institutions, including important similarities and differences. The promotion and award experiences of some of our most respected members within the science education community will be shared. Workshop task 1 (30 minutes) Participants will be split into small groups (2-3) to spend a short period of time evaluating the impact of different types of evidence. Coming back together, each group will summarise key points from their discussion.   Communicating your evidence (30 minutes) An important step in communicating your evidence is the consider your own, personal teaching philosophy. Through a short activity, this will be explored before splitting into small groups once more to spend time focused, through key prompts, on dot pointing some evidence of impact of their recent activities. Each member of the group will discuss their own experiences and provide each other with feedback regarding additional evidence they might seek and include. Wrap-up (15 minutes) To conclude, we will come together to once more share this experience with the wider group and discuss where-to from here. A set of tips and tricks for collecting and organising evidence will be provided and discussed