Teaching during the 2020 disruptions of the COVID-19 pandemic has pushed higher education to a new level of technology-enhanced education. The ability for educators to take time and reflect on their teaching and to evaluate the successes or shortcomings of new teaching models is essential. With a rapid response move to remote education late in semester 1, Bond University, like many universities, reacted quickly to the evolving needs of students. This and other issues are discussed in this article (Schweiker S., Levonis S.M. J. Chem. Educ. 2020, 97(9), 2863–5). Since this publication, Bond University has moved into a new delivery model with multimodal education at the forefront. The delivery of every class and every assessment needs to be tailored to both online and face-to-face students, while ensuring a quality experience of education. This has resulted in the development of many online resources, and in particular virtual laboratory classes, tailored to our students. Student feedback has been very positive and supportive for our new teaching models.
|Number of pages||1|
|Journal||Chemistry in Australia|
|Publication status||Published - 1 Dec 2020|