a. Classroom techniques

- Q1: Reading media was not useful 
- Q2: The use of video media was useful
- Q3: The use of commented slideshow was useful
- Q4: The use of teleconferencing platforms was useful

b. Tutorials

- Q5: Tutorial without further communication was not useful
- Q6: Tutorial with asynchronous correction on numerical support was generally not useful
- Q7: Tutorials with asynchronous chat/forum assistance were not useful
- Q8: Live tutorials on a teleconferencing software were useful
- Q9: Live tutorials on a teleconferencing software platform with a shared whiteboard was useful

Results: Classes and Tutorials Responses

a. Labwork
- Q10: Distanced group projects were generally not useful
- Q11: The work on existing data in the lab was not useful as distanced lab work
- Q12: The work on existing data with a synchronous video conference was generally useful as distance lab work.
- Q13: There was no consensus on if the cancellation of lab work was useful

b. Assessments

- Q14: The cancellation/neutralization of some exams was a good solution
- Q15: Using homework as an assessment method was a good solution
- Q16: Using online quizzes as an assessment method was not a good solution
- Q17: An online exam as an assessment method was a good solution

Results: Labwork and Assessment Responses

Results were split between responses to classes/tutorials questions (1-9) and responses to labwork/assessments questions (10-17)

University of Michigan - Ann Arbor

The COVID-19 pandemic presented a colossal challenge for teachers to urgently and massively adapt all their classes to distance learning in order to maintain educational continuity with the same quality. Researchers collected responses from students and teachers of a 5-year program in Chemistry, Environment and Chemical Engineering at INSA Toulouse (France). The analysis has highlighted some great successes and some failures in the solutions proposed. Consequently, some guidelines can be given to help us all to learn the lessons of such a singular experience in order to face the unexpected future with more knowledge and more successful distance learning. Teachers have shown very strong resilience during this crisis, at the cost of significant personal commitment. They admit that they have learned more about distance education in two months than in the last 10 years.

Distance Learning during COVID-19: Attempts, Successes, and Failures

Dietrich, N., Kentheswaran, K., and Ahmadi, A. (et al.) Attempts,  Successes,  and  Failures  of  Distance  Learning  in  the Time  of  COVID-19.(2021)  Journal  of  Chemical  Education,  97  (9).  2448-2457. ISSN 0021-9584 https://doi.org/10.1021/acs.jchemed.0c00717 

Attempts, Successes, and Failures of Distance Learning in the Time of COVID-19.

The purpose of this paper is to highlight the successes and failures of the solutions proposed for distance learning during the lockdown semester in order for the educational community to learn from it.

The purpose: Attempts, Successes and Failures of Distance Learning during COVID-19

- Focuses on students for one semester during the pandemic (January 27th - June 5th 2020)
- A sixteen question online survey was used at the end of the semester for the students. This survey was used to evaluate the different strategies used to better distance learning. The responses were based on a Likert scale. There were also 8 open ended questions. The response rate was 85%.
- Teachers also had to fill out a 10 question survey. The response rate was 75%.
- All data was entered into an Excel sheet.

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