Virtual laboratory classes at Bond University

Stephanie S Schweiker; Stephan M Levonis

Virtual laboratory classes at Bond University

Stephanie S Schweiker, Stephan M Levonis

Research output: Contribution to journal › Magazine Article › Education

Abstract

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.

Original language	English
Pages (from-to)	12
Number of pages	1
Journal	Chemistry in Australia
Publication status	Published - 1 Dec 2020

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https://chemaust.raci.org.au/sites/default/files/pdf/2020/CiA_Dec%202020.pdfLicence: Free to read

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title = "Virtual laboratory classes at Bond University",

abstract = "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.",

author = "Schweiker, {Stephanie S} and Levonis, {Stephan M}",

note = "Chemistry in Australia December 2020 - February 2020 issue",

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language = "English",

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journal = "Chemistry in Australia ",

publisher = "The Royal Australian Chemical Insitute",

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T1 - Virtual laboratory classes at Bond University

AU - Schweiker, Stephanie S

AU - Levonis, Stephan M

N1 - Chemistry in Australia December 2020 - February 2020 issue

PY - 2020/12/1

Y1 - 2020/12/1

N2 - 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.

AB - 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.

M3 - Magazine Article

SP - 12

JO - Chemistry in Australia

JF - Chemistry in Australia

ER -