Attempts, Successes, and Failures of Distance Learning in the Time of COVID-19
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Over 1.7 billion students around the world have had their education disrupted by the spread of the Coronavirus disease worldwide. Schools and universities have not faced this level of disruption since World War II. 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. Even if some teachers and certain classes were ready to face the situation, a large majority had to adapt their teaching and learning in a very short time without training, with insufficient bandwidth, and with little preparation. This unexpected and rapid transition to online learning has led to a multiplication of teachers’ strategies for distance learning in lectures, tutorials, project groups, lab works, and assessments. The purpose of this paper is to present the feedback from students and teachers who participated in the lockdown semester of two different groups of a 5-year program in Chemistry, Environment and Chemical Engineering (100 students) 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.
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Studies that explicitly discussed online assessment tools mentioned student concerns about not completing tests in time and inflexible online quizzes, internet connections dropping out during tests, just-in-time quizzes on mobile devices, and educator concerns about online proctoring.
“Studies that did explicitly discuss the use of online assessment tools mentioned student concerns around not completing tests in time and online quizzes being inflexible with answers (Dietrich et al., 2020), internet connections dropping out during tests and affecting completion (Means & Neisler, 2020), the use of ‘just in time’ quizzes delivered to students’ mobile devices (Chen et al., 2021),”
From Emergency remote teaching in higher education: mapping the first global online semester (2021) · cites this paper as Dietrich et al., 2020
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- Authors
- Dietrich, N., Kentheswaran, K., Ahmadi, A., Teychené, J., Bessière, Y., Alfenore, S., Laborie, S., Bastoul, D., Loubière, K., Guigui, C., Sperandio, M., Barna, L., Paul, E., Cabassud, C., Liné, A., & Hébrard, G.
- Affiliations
- Centre National de la Recherche Scientifique (FR)
- Université de Toulouse, CNRS, INRAE, INSA , , , ,
- Université de Toulouse, CNRS, INPT, UPS , , , ,
- Corresponding author
- Dietrich, Nicolas
- ORCID
- Venue
- Journal of Chemical Education
- Publisher
- American Chemical Society (ACS)
- Published
- 2020-08-03
- Volume
- 97
- Issue
- 9
- Pages
- 2448-2457
- ISSN
- 0021-9584 (ISSN-L)
- 1938-1328
- OpenAlex
- W3047334680
- Cited by
- 288
- References
- 74
- Citations by year
- 2026: 8 · 2025: 12 · 2024: 39 · 2023: 60 · 2022: 75 · 2021: 88 · 2020: 6
- FWCI
- 86.76
- Type
- journal article
- Language
- en
- Open access
- Licence
- Locations
- Journal of Chemical Education (publishedVersion)
- Open Archive Toulouse Archive Ouverte (University of Toulouse) (acceptedVersion, other-oa)
- HAL (submittedVersion, other-oa)
- Funders
- Indian National Science Academy
- Topics
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Education › E-Learning and COVID-19
- Physical Sciences › Computer Science › Information Systems › Educational Innovations and Technology
- Keywords
- distance education, COVID-19 pandemic, online learning, educational continuity, teacher resilience, teacher-student feedback, chemistry education, chemical engineering education, environmental science education, pedagogical adaptation
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