Teaching organic nomenclature for pharmacy students: Adapting a course to online mode during COVID-19
DOI:
https://doi.org/10.46542/pe.2022.221.360375Keywords:
COVID-19, Nomenclature, Online mode, Organic chemistryAbstract
Introduction: Due to the confinement of the COVID-19 pandemic, educational centres have remained closed, transferring the teaching process to online mode, thus adapting infrastructure, methodologies, and the university community.
Objectives: This work aims to evaluate the effectiveness of strategies in learning organic nomenclature and seek student opinions about committing fraud in organic chemistry course assessments in the online mode in the pharmaceutical career.
Methods: The methodologies used allowed the students to understand and apply the organic nomenclature rules, using online collaborative guides and crosswords worked in synchronous classes, previous reading, and the collaborative asynchronous creation of informative files for the recognition of heterocyclic compounds and formative assessment. All assessments were applied in three-people groups in the synchronous classes. Finally, an anonymous survey was administered to know the student perception of the possibility of fraud during the course.
Results: A substantial improvement (from 47.7% to 80.5%) was observed in the application of IUPAC rules for organic compounds. Of the students who responded to the anonymous survey, 81% reported that the methodology used decreased the opportunity to commit fraud during assessments.
References
Angulo, F., & Redon, S. (2011). Competence and contents: each one in its own place in teacher training. Estudios pedagógicos, 37(2), 281–299. https://www.scielo.cl/scielo.php?pid=S0718-07052011000200017&script=sci_arttext
Anijovich, R., & Mora, S. (2010). Estrategias de Enseñanza: Otra Mirada Al Quehacer En El Aula; first Ed.; Aique, 21-33. https://www.incasup.edu.ar/anexos/PNFP_secysup_economia2_clase4_anoijovich.pdf
Austin, A., Ben-Daat, H., Zhu, M., Atkinson, R., Barrows, N. & Gould, I. (2014). Measuring student performance in general organic chemistry. Chemistry Education Research and Practice, 16, 168-178. https://doi.org/10.1039/C4RP00208C
Bodé, N., Caron, J. & Flynn, A. (2016). Evaluating students' learning gains and experiences from using nomenclature101.com. Chemistry Education Research and Practice, 17, 1156-1173. https://doi.org/10.1039/C6RP00132G
Clark, T. M., Callam, C. S., Paul, N. M., Stoltzfus, M. W. & Turner, D. (2020). Testing in the Time of COVID-19: A Sudden Transition to Unproctored Online Exams. Journal of Chemical Education, 97(9), 3413-3417. https://doi.org/10.1021/acs.jchemed.0c00546
Crucho, C. I. C., Avó, J., Diniz, A. M. & Gomes, M. J. S. (2020). Challenges in Teaching Organic Chemistry Remotely. Journal of Chemical Education, 97(9), 3211-3216. https://doi.org/10.1021/acs.jchemed.0c00693
Dallimore, E., Hertenstein, J., Platt, M. (2004). Classroom participation and discussion effectiveness: student-generated strategies. Communication Education, 53(1), 103-115. https://doi.org/10.1080/0363452032000135805
CHAPTER 5 Selecting Preferred IUPAC Names and Constructing Names of Organic Compounds. (2014). In Nomenclature of Organic Chemistry: IUPAC Recommendations and Preferred Names 2013, 552–647. The Royal Society of Chemistry. https://doi.org/10.1039/9781849733069-00552
Garrison, D. R. & Cleveland-Innes, M. (2005). Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough. The American journal of distance education, 19(3), 133-148. https://doi.org/10.1207/s15389286ajde1903_2
Gutiérrez Tapias, M. (2018). Learning Styles, Teaching Strategies. Its Relationship With Emotional Development and “Learning to Learn.” Tendencias Pedagógicas, 31, 83–96. https://doi.org/10.15366/tp2018.31.004
Hallal, K., Hajjhussein, H. & Tlais, S. (2020). A Quick Shift from Classroom to Google Classroom: SWOT Analysis. Journal of Chemical Education, 97(9), 2806-2809. https://doi.org/10.1021/acs.jchemed.0c00624
Hellwich, K-A., Hartshorn R., Yerin, A., Damhus, T., Hutton, A.(2020) Brief guide to the nomenclature of organic chemistry (IUPAC Technical Report), Pure and Applied Chemistry, 92(3), 527-539. https://doi.org/10.1515/pac-2019-0104
Katritzky, A. R. (1965). Teaching Heterocyclic Chemistry. Journal of Chemical Education, 42(12), 636–646. https://doi.org/10.1021/ed042p636
King, C. G., Guyette, R. W. & Piotrowski, C. (2009). Online Exams and Cheating: An Empirical Analysis of Business Students’ Views. Journal of Educators Online, 6(1), 1–11. https://eric.ed.gov/?id=EJ904058
Liotta, C. (1970). Organic Nomenclature, I. Journal of Chemical Education, 47(6), 471–472. https://doi.org/10.1021/ed047p471
McGinn, N. F. & Schiefelbein, E. (2015). Getting Students to Read before Class: Innovation in a University in Chile. Prospects, 45(4), 447–464. https://doi.org/10.1007/s11125-015-9369-7
McNaught, A. D. (1976). The nomenclature of heterocycles. Advances in Heterocyclic Chemistry, 20, 175-319. https://doi.org/10.1016/S0065-2725(08)60855-7
Quezada, I. P. (2014). El modelo de educación por competencias y su impacto en la planificación estratégica de la Universidad de Talca (Chile). Revista Universitaria Ruta, 16(1), 7–18. https://revistas.userena.cl/index.php/ruta/article/view/466
Pugh, A. (2020). Heterocyclic Chemistry. Ed.-Tech Press. https://www.edtechpress.co.uk/details/heterocyclic-chemistry
Sendur, G. & Toprak, M. (2013) The role of conceptual change texts to improve students' understanding of alkenes. Chemistry Education Research and Practice, 14, 431-449. https://doi.org/10.1039/C3RP00019B
Sing, V. & Thurman, A. (2019) How Many Ways Can We Define Online Learning? A Systematic Literature Review of Definitions of Online Learning (1988-2018). American Journal of Distance Education, 33(4), 289-306. https://doi.org/10.1080/08923647.2019.1663082
Skonieczny, S. (2006). The IUPAC Rules for Naming Organic Molecules. Journal of Chemical Education, 83(11), 1633–1637. https://doi.org/10.1021/ed083p1633
Tan, H. R., Chng, W. H., Chonardo, C., Ng, M. T. T. & Fung, F. M. (2020). How Chemists Achieve Active Learning Online during the COVID-19 Pandemic: Using the Community of Inquiry (CoI) Framework to Support Remote Teaching. Journal of Chemical Education, 97(9), 2512-2518. https://doi.org/10.1021/acs.jchemed.0c00541
Traynham, J. G. (1987). The Official Rules for Organic Chemical Nomenclature: Emergence, Evolution, Emphases, and Errors. Journal of Chemical Education, 64(4), 325–326. https://doi.org/10.1021/ed064p325
Tu, C. & Mcisaac, M. (2010). The Relationship of Social Presence and Interaction in Online Classes. The Relationship of Social Presence and Interaction, American Journal of Distance Education, 16(3), 131–150. https://doi.org/10.1207/S15389286AJDE1603_2
