Teaching bioengineering using a blended online teaching and learning strategy: a new pedagogy for adapting classrooms...

Area of Science:

• Engineering Education
• Bioengineering Pedagogy

Background:

• COVID-19 pandemic disrupted traditional classroom and laboratory settings in academia.
• Need for innovative teaching strategies in engineering, particularly bioengineering, for higher education institutions.

Purpose of the Study:

• To develop and evaluate a transitional pedagogy, Communicate, Active, Collaborate, Problem-based Solving, Learning and Assessment (CACPLA), for engineering courses.
• To assess the effectiveness of blended learning in transitioning from physical to online instruction for bioengineering modules.

Main Methods:

• Implemented the CACPLA blended learning strategy for a bioengineering module with 253 third and final-year students.
• Assessed the impact of critical thinking, pre-lecture, and post-lecture activities on student performance.
• Collected data through technical and receptiveness questionnaires.

Main Results:

• The CACPLA strategy facilitated a smooth transition to online learning for engineering subjects.
• 80% of students found the blended learning method sufficient for achieving learning outcomes.
• Students reported improved understanding of bioengineering concepts in materials chemistry and mechanical measurements.

Conclusions:

• The CACPLA blended learning approach is a viable and sustainable complement to traditional engineering teaching methods.
• The strategy offers convenience and accessibility, leveraging readily available tools like Zoom and Google Meet.
• This pedagogy is suitable for integrating bioengineering programs with local industries and research institutions in sub-Saharan Africa.