PROGRAMME DESCRIPTION: Online course delivery, assessment, and student satisfaction: The case of Quantitative Chemical Analysis course in the time of COVID-19 pandemic
DOI:
https://doi.org/10.46542/pe.2022.221.172182Keywords:
Asynchronous learning, COVID-19 educational disturbance, Online assessment, Online learning environment, Student satisfaction, Synchronous learningAbstract
Background: The COVID-19 pandemic has transformed the concept and perception of normalcy, compelling instructors to switch from face-to-face to online instruction overnight. Meanwhile, the satisfaction of course learning outcomes remains a critical element of modern educational systems and should be monitored during online education.
Objective: The purpose of this study was to describe the online delivery and assessment tools of a Quantitative Chemical Analysis course and evaluate student satisfaction.
Methods: Formative and summative assessments were used to test students' learning and the application of Quantitative Chemical Analysis concepts using online teaching models. At the end of the semester, a Likert scale survey was sent to all students to get their feedback.
Results: Students were extremely satisfied with online learning, believing that the course's intended learning outcomes were met, with student ability to perform calculations and evaluate errors, precision, and accuracy receiving the highest scores, and student ability to explore multiple solutions for a given problem receiving the lowest scores.
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