Incorporating Virtual Problem-Based Learning in Instrumental Chemistry during the COVID-19 Pandemic

Abstract

The COVID-19 pandemic has presented substantial challenges to higher education, leading to economic loss and disruptions in STEM courses. This study addresses these issues through the successful implementation of a problem-based learning research project within the Instrumental Chemistry course at Georgia Gwinnett College (GGC). Focused on instrumental chemistry, the project spans various categories, requiring students to propose solutions to real-case scenarios using specific analytical instruments. Despite the shift to a hybrid teaching modality, students exhibited commendable preparation and investigation skills, as demonstrated by their projects. Assessment data, including a student survey and written report evaluations, underscore significant skill improvements in literature survey, instrument selection, experimental design, and data analysis. This problem-based learning approach not only mitigated the disruptions caused by the pandemic but also fostered enhanced capabilities and motivation among students. The study’s findings contribute insights into the adaptability and effectiveness of problem-based learning in analytical chemistry education within a hybrid teaching framework, offering valuable considerations for future educational strategies in STEM disciplines and beyond.