Applying Blended Learning Techniques: Perspectives from Chemical Engineering Computation

Abstract

The use of active learning techniques in engineering classrooms has been limited despite substantial evidence supporting their efficacy in helping students construct problem-solving expertise. A blended classroom, which combines online and in-class learning, was employed in a Chemical Engineering Computation class to address instructional challenges and enhance student learning outcomes. The use of pre-class online videos, concept questions, and in-class peer instruction are shown to enhance and improve the students’ perceived learning experience.

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