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Abstract
Remote teaching in the tertiary education sector is a relatively common practice, and the implementation of digital solutions in chemistry teaching offers many new opportunities and tools. A survey was conducted
after 3 months of emergency remote teaching linked to the COVID-19 pandemic and showed that half of the
students estimated it was difficult to study remotely, and reported they had to invest more time compared to
classroom teaching, which led to a drop in motivation. Professors also noted that the time necessary to invest in
order to produce digital teaching content was enormous. Massive open online laboratories (MOOLs) and process
simulators are interesting tools, but practical lab work and related know-how cannot fully be replaced by digital
techniques. Finally, it appeared that the professor–student interaction is very important in the distance-learning
process, and that a high level of pedagogical (inter)activity is mandatory to maintain motivation and better quality
of teaching and learning.