Challenges of Teaching Organic Chemistry during COVID-19 Pandemic at a Primarily Undergraduate Institution

Abstract

Abstract With a sudden move to remote and online teaching due to COVID-19 pandemic, Organic Chemistry became more challenging for both students and educators with the emergence of new technological challenges and instructional strategies. The Organic Chemistry I class at SUNY Plattsburgh was shifted to an online learning model in an attempt to mimic face-to-face teaching as well as maintaining active learning. This communication highlights the instructor’s perspectives on the challenges and insights gained for teaching Organic Chemistry I (lecture component) for the Spring 2020 semester in the time of COVID-19. A combination of asynchronous and synchronous teaching methods was found to be effective for content delivery, active learning, and increasing student’s engagement. Synchronous class attendance was monitored and compared with typical face-to-face class attendance. Synchronous problem-solving exercises had an effect on student’s attendance rate and learning. An exit survey indicated about 64% of students had a preference for face-to-face teaching over online teaching of Organic Chemistry.

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