Digital Learning and Teaching in Chemistry

Digital Learning and Teaching in Chemistry – What We Know and What We Wish to Investigate Further;Theme Introduction: Best Practices of Teaching and Learning Digitally;Supportive Aspects of Online Learning and Teaching – What Does a Rapid Transition Teach Us?;Adapting Large Intro-level Chemistry Courses to Fully Remote or Hybrid Instruction;Personalized Support for Students Learning Chemistry Online – The Development of a Prediction Model;A Framework for Learning to Teach Chemistry on a Digital Platform: The Case of Chemical Equilibrium;Learning with Digital Media About the Chemistry Behind the Recycling of Digital Hardware;Chemistry-based Information in Social Media in Light of Scientific Media Literacy – Teachers’ Views and Classroom Implementation in Secondary Education;Digital Learning Platforms: Digital Platforms for Increasing Inclusion in Chemistry Education;Group Diversity and Innovative Thinking: Lessons Learned From a MOOC on Nanotechnology;Integrating Web-based Learning to Make Industrial and Everyday Life Chemistry Accessible to High-school Chemistry Students;The Next Level in Inclusive Chemistry Education: A Model Approach Using a Multi-touch Learning Book;Can YouTubers Provide Powerful Tools for Addressing Heterogeneity in the Classroom? An Analysis of Videos About the Periodic Table Using the TPACK Framework;A Formalised Conceptual Model-based Approach for Fostering and Assessing Students’ Systems Thinking in Undergraduate Chemistry Education;Chemistry Teachers’ Awareness of Sustainability Through Social Media: Cultural Differences;Using Visualization and Laboratory to Promote Learning in Science;Applications of Digital Technology in Chemical Education;Designing Virtual Chemistry Visualizations Featuring Environmental Dilemmas to Promote Equitable Knowledge Integration;Designing Tutorial Videos to Support Students’ Learning of Reaction Mechanisms in Organic Chemistry;Digital Tools for Equitable In-person and Remote Chemistry Learning;Smartphone Applications as a Catalyst for Active Learning in Chemistry: Investigating the Ideal Gas Law;Theme Introduction: Digital Assessment;The Community of Inquiry Framework as a Guide to Implement Inclusive Collaborative Two-stage Exams in Chemistry;Digital Formative Assessments for Learning;Online Assignments: Pre- and In-service Chemistry Teachers' Knowledge, Perceptions and Reflections;‘I Felt Not So Alone’: the Impact of Muddiest Point Activities on Student Learning Outcomes Through Top Hat Technology;Embedding Feedback in Digital Learning Environments to Promote Learners’ Thinking About Their Thinking in Chemistry;Introduction to Building Communities of Learners and Educators;Bringing Back Learning Communities in the 21st Century;Supporting Chemistry Teachers in Emergency Remote Teaching – The Role of Professional Learning Communities (PLCs);Strategies for Teaching Chemistry Online: A Community of Educators for the COVID-19 Pandemic and Beyond