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Compilation of Chemistry Experiments for an Online Laboratory Course: Student’s Perception and Learning Outcomes in the Context of COVID-19

Author

Listed:
  • Guillermo M. Chans

    (Tecnologico de Monterrey, School of Engineering and Sciences, Mexico City 01389, Mexico)

  • Mireille E. Bravo-Gutiérrez

    (Tecnologico de Monterrey, School of Engineering and Sciences, Mexico City 01389, Mexico)

  • Angelica Orona-Navar

    (Tecnologico de Monterrey, School of Engineering and Sciences, Monterrey 64849, Mexico)

  • Elvia P. Sánchez-Rodríguez

    (Tecnologico de Monterrey, School of Engineering and Sciences, Atizapan de Zaragoza 52926, Mexico)

Abstract

The COVID-19 pandemic forced a quick change of the teaching styles to online lessons; specifically, experimental classes had to be redesigned to achieve the best possible academic performance within the imposed limitations. This work describes three different approaches: adaptation of a laboratory chemistry course to an online mode, learning proficiency, and students’ perception. First, a compilation of experiments that cover topics from general chemistry at an undergraduate level was included, with activities that can be conducted employing daily-use materials and substances. Next, the learning achieved was estimated, and the grades were related to a domain level of competency acquisition. The results indicated that at least 68% accomplished the highest level. Finally, the perception of the participants about the activities was inquired. The statistical analysis showed a generalized positive attitude towards the mode proposed, an appreciation of having earned meaningful knowledge, and most of the students stated they would recommend the course.

Suggested Citation

  • Guillermo M. Chans & Mireille E. Bravo-Gutiérrez & Angelica Orona-Navar & Elvia P. Sánchez-Rodríguez, 2022. "Compilation of Chemistry Experiments for an Online Laboratory Course: Student’s Perception and Learning Outcomes in the Context of COVID-19," Sustainability, MDPI, vol. 14(5), pages 1-26, February.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:5:p:2539-:d:755946
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    References listed on IDEAS

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    2. Hugo A López & Pedro Ponce & Arturo Molina & María Soledad Ramírez-Montoya & Edgar Lopez-Caudana, 2021. "Design Framework Based on TEC21 Educational Model and Education 4.0 Implemented in a Capstone Project: A Case Study of an Electric Vehicle Suspension System," Sustainability, MDPI, vol. 13(11), pages 1-22, May.
    3. Wahab Ali, 2020. "Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic," Higher Education Studies, Canadian Center of Science and Education, vol. 10(3), pages 1-16, September.
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    Cited by:

    1. Gustavo Morán-Soto & Aradaryn Marsh & Omar Israel González Peña & Matthew Sheppard & José Isabel Gómez-Quiñones & Lisa C. Benson, 2022. "Effect of the COVID-19 Pandemic on the Sense of Belonging in Higher Education for STEM Students in the United States and Mexico," Sustainability, MDPI, vol. 14(24), pages 1-19, December.
    2. Anuar R. Giménez & Jesús Martín-Vaquero & Manuel Rodríguez-Martín, 2022. "Analysis of Industrial Engineering Students’ Perception after a Multiple Integrals-Based Activity with a Fourth-Year Student," Mathematics, MDPI, vol. 10(10), pages 1-16, May.
    3. Guillermo M. Chans & Angelica Orona-Navar & Carolina Orona-Navar & Elvia P. Sánchez-Rodríguez, 2023. "Higher Education in Mexico: The Effects and Consequences of the COVID-19 Pandemic," Sustainability, MDPI, vol. 15(12), pages 1-22, June.
    4. Marta Peña & Noelia Olmedo-Torre & Olga Alcaraz & Juan A. Chavez-Dominguez & José López & Luis Eduardo Mujica, 2022. "Impact of the Pandemic on the Teaching and Research Staff at a Technological University in Spain: Deepening the Gender Gap," IJERPH, MDPI, vol. 19(11), pages 1-26, May.
    5. Elena Jiménez Sánchez & Estrella Montes-López & María Jesús Santos Sánchez, 2022. "Impact of the COVID-19 Confinement on the Physics and Chemistry Didactic in High Schools," Sustainability, MDPI, vol. 14(11), pages 1-18, May.

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