Coronavirus-induced Coupling of Online Teaching Tools: Adding to the
Merits of Asynchronous Teaching

Maria Papadopoulou, Parthena Katikaridou, Christos Ν. Papadopoulos, Pericles Akrivos

(Department of Chemistry, Faculty of Sciences, Aristotle University of Thessaloniki, Greece)

In view of the COVID-19 pandemic and the global effort to suppress its spread, the application of distance learning practices has been introduced or spread around the globe by almost all education institutes. Within the fame of this general attitude we investigate the effect of distance teaching approaches and compare their overall effect on the achievements of undergraduate students. The students study at the local Science Departments and attended the relevant courses.

Several courses taught in our university, related either to first year General Chemistry or other topics are reviewed and the effect of the utilized synchronous, asynchronous or mixed process applied to them is reported and discussed. Comparisons are made against the scores of students who attended the same courses in the previous academic year when teaching was carried out in the conventional manner while student evaluations were carried out by means of web-based quizzes, identical to the processes used in the current academic year.