Kashef, F. L. (2022). Shifted pedagogy: A case study on a hybrid chemistry course during COVID-19 pandemic (Publication No. 29400061) [Doctoral dissertation, Drake University]. ProQuest Dissertations & Theses Global.

Abstract:

“This case study explored successes and impediments of a newly developed hybrid chemistry course at a public Midwestern university in the fall of 2021. The accelerated chemistry course was designed for first-year undergraduate students and it was technology heavy due to all the online components. The idea for hybrid delivery mode was instigated by COVID-19 pandemic and the desire to reduce face-to-face interactions on campus. The professor of the course tried new pedagogical approaches using various technologies. TPACK model was used as the conceptual framework for this qualitative study. Data were gathered by observations as well as interviewing the students, professor, and the department head. Findings suggested teaching chemistry in a hybrid manner can be successful with the right technologies and the benefits outweighed the challenges. Findings also suggested first-year undergraduate students seek human interaction and connection with the professor and find human factors impactful in their learning and retention. TPACK’s claim for good teaching, then, was compared to first-year undergraduate students’ view of a good teacher.”