Online Teaching of Chemical Engineering Principles Course

Daxue Huaxue ◽  
2020 ◽  
Vol 0 (0) ◽  
pp. 0-0
Author(s):  
Shunguang Zhang ◽  
Ya Liu ◽  
Aimin Yu
Keyword(s):  
Online Teaching ◽  
Chemical Engineering

Pandemic-Driven Online Teaching - the Natural Setting for a Flipped Classroom?

2021 ◽  
Author(s):  
Victor K. Lai
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Chemical Engineering ◽  
Natural Setting ◽  
Traditional Lectures ◽  
Online Setting ◽  
Method Of Instruction

Abstract As the COVID-19 pandemic forced a sudden shift to online teaching and learning in April 2020, one of the more significant challenges faced by instructors is encouraging and maintaining student engagement in their online classes. This paper describes my experience of flipping an online classroom for a core Chemical Engineering Fluid Mechanics class to promote student engagement and collaboration in an online setting. Comparing exam scores with prior semesters involving in-person, traditional lecture-style classes suggests students need a certain degree of adjustment to adapt to this new learning mode. A decrease in Student Rating of Teaching (SRT) scores indicates that students largely prefer in-person, traditional lectures over an online flipped class, even though written comments in the SRT contained several responses favorable to flipping the class in an online setting. Overall, SRT scores on a department level also showed a similar decrease, which suggests students were less satisfied with the quality of teaching overall throughout the department, with this flipped method of instruction neither improving nor worsening student sentiment towards online learning. In addition, whereas most students liked the pre-recorded lecture videos, they were less enthusiastic about using breakout rooms to encourage student collaboration and discussion. Further thought and discussion on best practices to facilitate online student interaction and collaboration are recommended, as online learning will likely continue to grow in popularity even when in-person instruction resumes after the pandemic.

scholarly journals Hybrid online-flipped learning pedagogy for teaching laboratory courses to mitigate the pandemic COVID-19 confinement and enable effective sustainable delivery: investigation of attaining course learning outcome

2021 ◽  
Vol 1 (5) ◽  
Author(s):  
Ahmed M. Elkhatat ◽  
Shaheen A. Al-Muhtaseb
Keyword(s):  
Learning Outcomes ◽  
Online Teaching ◽  
Chemical Engineering ◽  
Learning Outcome ◽  
Early Spring ◽  
Teaching Approach ◽  
Assessment Tools ◽  
Flipped Learning ◽  
Laboratory Courses ◽  
The Impact

AbstractSince the early spring of 2020, the coronavirus pandemic (COVID-19) outbreak has hindered traditional face-to-face teaching and hands-on, traditional delivery of laboratory courses, forcing universities to migrate from the traditional way of teaching to a remote online approach. Although few studies addressed the pandemic's impact on educational outcomes, no studies are found to investigate the impact of the remote online teaching approach on laboratory courses. This paper highlights the impact of the online teaching approach, coupled with flipped learning pedagogy, as a substitute for traditional laboratories. The course learning outcomes and assessment tools are analyzed and discussed for 46 students enrolled in the Unit Operations Laboratory course in the chemical engineering program at Qatar University. Results show that the course learning outcomes are achieved effectively using the hybrid online-flipped learning pedagogy, which can be considered for computerized traditional laboratories as a moderation solution to alleviate pandemic COVID-19 confinement on learning outcome. This methodology can also be sustained in the future to facilitate the teaching of such lab courses, even in normal conditions, to optimize the resources and avail the delivery of such courses to a larger audience who may have various obstacles to attending traditional lab courses.

scholarly journals A Comparative Study on Online Teaching Practices in China and South Korea in the Time of COVID-19

2021 ◽  
Author(s):  
Shi Yu ◽  
◽  
Bing Xie ◽  
Keyword(s):  
International Students ◽  
Comparative Study ◽  
Teaching Practices ◽  
Online Teaching ◽  
Chemical Engineering ◽  
Graduate Program ◽  
Teaching Methodology ◽  
Remote Education ◽  
Online Study ◽  
Travel Restrictions

The transition from traditional teaching practices to remote education was sped up by the outbreak of COVID-19 pandemic dramatically. The international students who have to stay in their home countries due the travel restrictions rely on the online study. In this manuscript, we examine how the teaching methodology affects the outcome of remote education (e.g., an undergraduate program provided by CUMT, and a graduate program provided by Gachon University). Both SPOC and online streaming classes were evaluated based on the performance of international undergrads majored in chemical engineering. And multiscale simulations were adopted to elucidate the complex transport phenomena in chemical engineering classes to develop a more efficient method for distant engineering education. The preliminary results of this comparative study on online teaching practices indicate that active studies play an important role in online study for international students.

Distance Learning in Chemical Engineering

2021 ◽  
pp. 118-148
Author(s):  
Ashleigh J. Fletcher ◽  
Mark Haw ◽  
Miguel Jorge ◽  
Kenneth Moffat
Keyword(s):  
Distance Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Chemical Engineering ◽  
Teaching Staff ◽  
Access To Education ◽  
Learner Engagement ◽  
Online Teaching And Learning ◽  
Online Technologies ◽  
The University

Online teaching and learning opens up great opportunities, particularly in terms of widening access to education, but also poses important challenges related to delivery, student engagement, adapting contents, and ensuring reliability of assessment. Some of these challenges assume particular relevance in engineering degrees, due to their strong practical dimension, the connection to industrial practice, and the need for programme accreditation. This chapter focuses on the example of the Chemical Engineering Distance Learning degree at the University of Strathclyde, describing its decade-long transformation from a mainly correspondence-based course to a fully online programme. The main challenges faced by course directors and teaching staff are identified, and the response to those challenges is critically discussed. Finally, a reflection is presented on the future of distance learning programmes in the context of expected developments enabled by online technologies, artificial intelligence, and collection of rich datasets on learner engagement and development.

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