"Learning online does not mean replicating face-to-face experiences in a digital space. Rather, students and faculty use digital tools in the most effective way possible to learn together. A specific example of this comes from my Organic Chemistry II lecture course, a notorious subject among premed students. Organic chemistry is valued by medical schools because it cultivates metacognition – the ability to reflect and evaluate one’s own learning. Since transitioning online, I ask students to post one concept or topic they have “mastered” as well as one for which they seek “clarification.” Students post in a shared document within Quip (an app akin to a Google Doc). In response to students’ posts, I provide resources to resolve their questions. By sharing these metacognitive strengths and weaknesses in a living document, students discover 1) they are not alone in asking questions, and 2) they are able to draw on the content expertise of their peers."