Abstract:

The lockdown due to the coronavirus had several consequences in the educational field. For example, the need of implementing a way of continuing with the lessons, which led to an increase in the use of online education [1]. While, in the first instance, the transition to virtual classes presented some difficulties for both, students and teachers [2, 3]. However, returning to face-to-face lessons could have been as difficult as the change described above; specially for those who were just beginning their superior studies a few months before the pandemic situation. Owing this, the idea of identifying the repercussion of having students who received their laboratory sessions only for online classes came up. Specifically, the subject of the Chemistry Laboratory, which is a subject with a significant role in the training of students in the laboratory in aspects such as behaviour within the laboratory; safety measure and accident prevention, how to work, among others. The study consisted of a survey with the aim of measuring the impact and consequences of virtual learning in this subject during the COVID-19 pandemic. It had as sample teachers from the Faculty of Pharmacy of the University of Seville who impart laboratory practices along the grade (first year and third year). Once the data was collected and processed, the results were analysed. Once the data was collected and processed and the results analysed, it was found that the lack of practical sessions and knowledge of laboratory procedures present difficulties that must be corrected in a more appropriate manner.

References:
[1] T. Kaqinari, E. Makarova, J. Audran, A. K. Döring, K. Göbel, and D. Kern, "The switch to online teaching during the first COVID-19 lockdown: A comparative study at four European universities," Journal of University Teaching & Learning Practice, vol. 18, no. 5, p. 10, 2021, doi: https://doi.org/10.53761/1.18.5.10.
[2] H. Kovacs, J. D. Zufferey, R. Tormey, and P. Jermann, "Teaching under lockdown: the change in the social practice of teaching," Higher Education, 2022/05/07 2022, doi: https://doi.org/10.1007/s10734-022-00863-3.
[3] K. A. Godber and D. R. Atkins, "COVID-19 Impacts on Teaching and Learning: A Collaborative Autoethnography by Two Higher Education Lecturers," Frontiers in Education, Conceptual Analysis vol. 6, 2021, doi: https://doi.org/10.3389/feduc.2021.647524

Keywords:

COVID-19 consequences, Chemistry laboratory, on-line teaching, practical lessons, student development.