A quick guide to producing a virtual chemistry course for online education

Future Medicinal ChemistryVol. 12, No. 14 EditorialFree AccessA quick guide to producing a virtual chemistry course for online educationStephanie S Schweiker & Stephan M LevonisStephanie S Schweiker*Author for correspondence: E-mail Address: sschweik@bond.edu.auMedicinal Chemistry Group, Faculty of Health Sciences & Medicine, Bond University, Robina, QLD 4229, AustraliaSearch for more papers by this author & Stephan M LevonisMedicinal Chemistry Group, Faculty of Health Sciences & Medicine, Bond University, Robina, QLD 4229, AustraliaSearch for more papers by this authorPublished Online:9 Jun 2020https://doi.org/10.4155/fmc-2020-0103AboutSectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareShare onFacebookTwitterLinkedInReddit Keywords: blended learninglightboardvirtualvirtual classroomsvoice-over powerpointWith current educational climates and technological advances, it is possible to deliver an integrated, personalized and engaging chemistry subject through online platforms. The current generation of students have emerged with pre-existing experience of the internet, tablets, smartphones, and computers and generally embrace the inclusion of technology in their education. The ample available software platforms available for blending the student experience and enhancing their deeper learning can be divided into four sections: the augmented laboratory, voice-over presentation, lightboard with augmented reality and virtual classrooms. In this Editorial, we will focus on these four main areas and discuss the common software that can be used to produce an online course. We will also give brief examples of student resources and tips for their creation.Augmented laboratoryA common example of a platform for producing augmented reality or blended learning resources is HTML5 package (H5P) [1]. Popular with students are virtual tours and laboratory classes, which can be produced using this resource. An example of a 360 laboratory tour with embedded laboratory skills and demonstrations that was produced using H5P can be found at https://h5p.org/node/619937 [2]. For producing a 360 laboratory tour, 360-degree photography can be achieved with a 360-degree camera or by using software to combine multiple images taken using regular photography. Many smartphones support this type of photography with the addition of a software app. The educator can then embed interactive videos into the image with traditional non-360-degree images also used as desired. This concept has been used in the past for laboratory training and familiarizing students with laboratory skills before classes commence. H5P may be used to link videos via quick response (QR) codes that are generated using https://www.qr-code-generator.com [3], which can then be displayed in a physical or digital space for students to scan to link to a training video or activity. There is now an abundance of articles that may be found in educational journals on the topic of augmented reality, and this can provide another level of student engagement when used effectively.Voice-over presentationVoice-over presentations most commonly use Microsoft PowerPoint and are known as VOP. These resources are a common way to transition lecture slides into a video for students to watch in their own time. The latest versions of Microsoft PowerPoint, for example, have an integrated voice-over narration option built into the software and clear guides for beginners [4]. Students often respond well to VOP, as they are able to pause and take notes or search for terms they do not understand. VOP is often integrated into a course when educators run a flipped classroom setting, with students first watching the recorded lecture and then reflecting on it within the physical classroom. In a remote learning setting, the physical classroom is easily replaced with one of many online platforms or virtual classrooms.Lightboard & augmented realityTwo engaging ways to supplement practice problems for students online are lightboard videos and augmented reality questions. A lightboard video is unique and engaging as the presenter faces the camera and can draw out the problem while discussing and facing the audience (e.g., this simple lightboard video https://www.youtube.com/watch?v=rfZvY6TkLnA [5]). Lightboard videos have been used successfully by this article’s authors to talk about stereochemistry, organic mechanisms and redox reactions among other concepts. The students find them very useful as they are used to explain key concepts or produce worked answers to practice problems. One key consideration when producing lightboard videos is to wear black clothing so that you do not pull attention away from the lightboard. Be careful with attire and avoid wearing patterns or logos as they may be reversed in editing or make reading the lightboard difficult [6]. Another engaging way to produce practice problems is using augmented reality, in which a prerecorded short video of the solution to a practice question is available and then linked to the problem. Another quick and easy way to link the solution to the question is a unique QR code. The student can then scan the QR code linked to the problem and the solution is viewed on their smartphone or other device.Virtual classroomsMost universities and schools have preferred software platforms to use for virtual classrooms and some free to use examples can also be found if not already supplied to the educator. Typically, within these platforms there is the ability to produce live videos and audio for delivering either lectures or tutorials online. Many of these include features where you can poll the students or they can ask questions through a chat window or the option may exist where students may verbally ask questions to keep the engagement. One of the most challenging aspects of transitioning to an online remote classroom is the lack of feedback, as the educator often cannot see the students’ facial expressions to gauge engagement. This can give a sense of disconnection and a tip to overcome this is to begin the class with a short icebreaker activity where the class can collaborate, drawing on a shared virtual whiteboard can create a feeling of connection. Another recommendation when teaching in a virtual classroom is to regularly stop to ask questions to the class and then respond to their feedback. With the use of the virtual classroom, multiple teaching techniques can be integrated to create an enriched learning environment.Example multimodal deliveryAn outline for how an online chemistry course might be constructed would begin with a lecture in a VOP style video, which is then supplemented with integrated lightboard videos of the key concepts. The students are then given practice problems, that are linked to augmented reality solutions. After this, a virtual classroom experience could be used later in the week, where further practice problems and help is given to the students to enable the consolidation of knowledge. During this virtual classroom, it is important to allow some unstructured time for students to raise issues they may have that are not directly related to the day’s learning activities to more personalise the student experience. The laboratory classes can then be integrated throughout the teaching semester. These classes could use a virtual laboratory tour with integrated video demonstrations and activities where exemplary experiments are conducted. At the end of the virtual laboratory class example results may be released to the students or, alternatively, the students may be required to review the virtual laboratory video and record the results themselves. The laboratory class could then be assessed via written report, or pro forma, which may also be administered in an online format.ConclusionWith careful planning and a quick redevelopment of the current learning materials within a course it is possible to deliver an integrated and inclusive online chemistry course. This editorial covers the four main aspects of a typical chemistry course and suggests possible online applications for each aspect with example of how this could be implemented. The key to a successful blended learning experience or an online subject is student engagement. If the engagement of the students is carefully monitored and made a focus by the educator, then the overall success of the students and the course is ensured.Financial & competing interests disclosureThe authors have no relevant affiliations or financial involvement with any organization or entity with a financial interest in or financial conflict with the subject matter or materials discussed in the manuscript. This includes employment, consultancies, honoraria, stock ownership or options, expert testimony, grants or patents received or pending, or royalties.No writing assistance was utilized in the production of this manuscript.References1. Community HP. H5P 2020. (2020). https://h5p.org/Google Scholar2. Levonis SM. Lab tour. (2019). https://h5p.org/node/619937Google Scholar3. QRCode-Generator.de. QR code generator: DENSO WAVE INCORPORATED. (2020). https://www.qr-code-generator.com/Google Scholar4. Microsoft. PowerPoint training >animation, audio, & video >add and record audio. (2020). https://support.office.comGoogle Scholar5. Schweiker SS. Drawing the chair confirmation. (2019). https://www.youtube.com/watch?v=rfZvY6TkLnAGoogle Scholar6. Peshkin M. How to build a lightboard. (2020). https://lightboard.info/Google ScholarFiguresReferencesRelatedDetailsCited ByWeb Tools as Icebreakers in Online Education27 September 2022 | Journal of Educational Technology and Online Learning360° Virtual Laboratory Tour with Embedded Skills Videos4 December 2020 | Journal of Chemical Education, Vol. 98, No. 2Engaging Health Student in Learning Organic Chemistry Reaction Mechanisms Using Short and Snappy Lightboard Videos10 September 2020 | Journal of Chemical Education, Vol. 97, No. 10Insights Gained While Teaching First Semester Chemistry in the Time of COVID-19 at Bond University in Australia17 July 2020 | Journal of Chemical Education, Vol. 97, No. 9 Vol. 12, No. 14 Follow us on social media for the latest updates Metrics History Received 10 April 2020 Accepted 22 April 2020 Published online 9 June 2020 Published in print July 2020 Information© 2020 Newlands PressKeywordsblended learninglightboardvirtualvirtual classroomsvoice-over powerpointFinancial & competing interests disclosureThe authors have no relevant affiliations or financial involvement with any organization or entity with a financial interest in or financial conflict with the subject matter or materials discussed in the manuscript. This includes employment, consultancies, honoraria, stock ownership or options, expert testimony, grants or patents received or pending, or royalties.No writing assistance was utilized in the production of this manuscript.PDF download