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A sudden pivot to online instruction required instructors to rapidly acquire new knowledge. Several online communities were built to satisfy their need for professional development. One such community, the Facebook… Click to show full abstract
A sudden pivot to online instruction required instructors to rapidly acquire new knowledge. Several online communities were built to satisfy their need for professional development. One such community, the Facebook group “Strategies for Teaching Chemistry Online”, generated thousands of posts and comments about how to adapt chemistry courses to online teaching. As a reflection of teaching during the time of the coronavirus disease 2019 outbreak, this article interprets the group’s success as an online learning community and presents a qualitative analysis of the content generated by the group according to the Technological Pedagogical Content Knowledge framework.
Journal Title: Journal of Chemical Education
Year Published: 2020
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