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Pandemic-Driven Online Teaching-The Natural Setting for a Flipped Classroom?
1Department of Chemical Engineering, University of Minnesota Duluth, 238 Engineering Building, 1303 Ordean Court, Duluth, MN 55812.
Journal of Biomechanical Engineering
|August 12, 2021
Summary
Flipping an online Chemical Engineering Fluid Mechanics class during COVID-19 showed students prefer traditional lectures, despite some liking online components. Further research is needed on effective online collaboration strategies.
Area of Science:
- Chemical Engineering Education
- Online Learning Pedagogy
- COVID-19 Pandemic Impact
Background:
- The COVID-19 pandemic necessitated a rapid transition to online education in April 2020.
- Maintaining student engagement in online learning environments presents a significant challenge for instructors.
- This study addresses the need for effective online teaching strategies in core engineering courses.
Purpose of the Study:
- To describe the implementation of a flipped online classroom for a Chemical Engineering Fluid Mechanics course.
- To assess student engagement and collaboration in the online flipped classroom setting.
- To compare student performance and satisfaction with previous in-person, traditional lecture formats.
Main Methods:
- A flipped classroom model was implemented for an online Fluid Mechanics course.
- Exam scores were compared to previous semesters with traditional in-person lectures.
- Student Rating of Teaching (SRT) scores and written comments were analyzed.
Main Results:
- Exam scores indicated a need for student adjustment to the online learning mode.
- Student Rating of Teaching (SRT) scores decreased, suggesting a preference for in-person lectures.
- Students favored prerecorded lecture videos but showed less enthusiasm for breakout rooms for collaboration.
Conclusions:
- Online learning requires adaptation from students; a flipped model did not universally improve satisfaction.
- While prerecorded videos were well-received, effective online collaboration tools require further development.
- Best practices for facilitating online student interaction and collaboration are recommended for future online course design.
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