E-learning in process and chemical engineering - trends and challenges

Apart from the evident tragedy that the COVID-19 outbreak has meant regarding both personal and economic costs, the normal functioning of the academic year has been drastically altered at all educational levels. Regarding Spain, the state of alert implemented by the government from mid-March to June has affected traditional face-to-face sessions at universities, as they were forbidden and replaced by online lessons. The aim of this work was to explain our own experience during the COVID-19 outbreak in a chemical engineering laboratory at the University of Extremadura, concerning the university teaching and the final degree project follow-up, whose method of teaching was active and participatory, based on constructivism and focused on the student as the center of the learning process. Thus, the confinement affected both the teachers and students differently, depending on the degree of completion of their main tasks and their previous skills with computing and virtual tools, among other factors. The existence of an operating virtual campus and an online library has made the transition to total e-learning and telework easier for teachers and students.

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Experimenting E-Learning for Postgraduate Courses

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v11i04.5559 ◽

2016 ◽

Vol 11 (04) ◽

pp. 126 ◽

Cited By ~ 2

Author(s):

Ali H. Al-Marzouqi ◽

Waleed Khalil Ahmed

Keyword(s):

Chemical Engineering ◽

Positive Response ◽

Educational Materials ◽

Undergraduate Level ◽

The Future ◽

Engineering Department ◽

Learning Instruction ◽

E Learning ◽

College Of Engineering

E-learning pedagogy is one of the most recent methods used by instructors in the undergraduate level at the colleges worldwide. Students benefit from e-learning instruction by having better grasp of information. In the present work, e-learning was used in a postgraduate course in the College of Engineering at UAE University to motivate students in educational materials required for Chemical Engineering Department. The initiative started after a successful experience in an undergraduate course. Therefore the present research was done as an attempt to replicate the study and test it for postgraduate courses. All students were asked to submit assignments in the shape of e-learning to produce educational materials of different course topics. The collected and analyzed feedbacks showed that students have interesting ideas and approaches to reach the desired target. This experience revealed positive response as well as potential to many promising aspects that can be used in the future to develop similar assignments for the enhancement of student’s knowledge

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Virtual Chemical Engineering: Guidelines for E-Learning in Engineering Education

Seminar.net ◽

10.7577/seminar.2459 ◽

2010 ◽

Vol 6 (1) ◽

Author(s):

Damian Schofield ◽

Edward Lester

Keyword(s):

Virtual Environments ◽

Computer Games ◽

Software Package ◽

Chemical Engineering ◽

Interactive Learning ◽

Three Dimensional ◽

Interactive Learning Environments ◽

Interactive Learning Environment ◽

E Learning ◽

The University

Advanced three-dimensional virtual environment technology, similar to that used by the film and computer games industry can allow educational developers to rapidly create realistic three-dimensional, virtual environments. This technology has been used to generate a range of interactive learning environments across a broad spectrum of industries.The paper will discuss the implementation of these systems and extrapolate the lessons learnt into general guidelines to be considered for the development of a range of educational learning resources. These guidelines will then be discussed in the context of the development of ViRILE (Virtual Reality Interactive Learning Environment), software which simulates the configuration and operation of a polymerisation plant. This software package has been developed for use by undergraduate chemical engineers at the University of Nottingham.

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Education for Sustainable Energy: Comparison of Different Types of E-Learning Activities

Energies ◽

10.3390/en13154022 ◽

2020 ◽

Vol 13 (15) ◽

pp. 4022

Author(s):

María Martín-Lara ◽

Nuria Rico

Keyword(s):

Learning Strategies ◽

Chemical Engineering ◽

Sustainable Energy ◽

Point Of View ◽

Learning Activities ◽

Dependent Variables ◽

E Learning ◽

Audio Files ◽

The University ◽

The Relationship

This paper reports a comparison of results obtained by using different e-learning strategies for teaching a biogas topic in two courses of the chemical engineering degree at the University of Granada. Particularly, four different asynchronous e-learning activities were carefully chosen: (1) noninteractive videos and audio files; (2) reading papers and discussion; (3) virtual tour of recommended websites of entities/associations/organizations working in the biogas sector; (4) PowerPoint slides and class notes. Students evaluated their satisfaction level (assessment) and teachers gave scores for evaluation exams (scores). We discuss the results from a quantitative point of view to suggest recommendations for improving e-learning implementations in education for sustainable energy. For dependent variables, reached scores and satisfaction assessment, we find the differences between means for students in two different academic years are no significant. In addition, there are no significant differences between means depending on the type of course. Significant differences appear for scores and satisfaction assessment between different activities. Finally, we deeply analyze the relationship between score and satisfaction assessment. The results show a positive correlation between assessment of e-learning activities and the score level reached by students.

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Engineering success: Using problem-based learning to develop critical thinking and communication skills in a Chemical Engineering classroom

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.13057 ◽

2018 ◽

Author(s):

Jennifer L. Farmer ◽

Lydia Wilkinson

Keyword(s):

Chemical Engineering ◽

Student Feedback ◽

Chemistry Laboratory ◽

Written Feedback ◽

Engineering Curriculum ◽

Learning Modules ◽

University Of Toronto ◽

E Learning ◽

Second Year ◽

Research Experiment

This paper discusses the implementation of a joint, end-of-term PBL exercise (a project lab) into our second-year chemical engineering curriculum at University of Toronto through two courses, Applied Chemistry Laboratory I (CHE204) and Communication (CHE299). The activity was designed to help students learn (i) research skills, (ii) how to select appropriate experiment techniques and equipment, (iii) how to design and conduct a research experiment, (iv) how to analyze real-world results, (v) how to communicate using a technical voice, (vi) how to work collaboratively in a group. Students were guided through the project with e-Learning modules, in-class active learning exercises, and written feedback, but were not provided with the type of detailed guidance typically provided in their LBL. Student feedback indicates that they are able to apply their learning from the activity to new contexts in a later assignment.

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