Keywords
., Biochemical engineering COVID-19 Emergency remote teaching Higher-order thinking skills Collaborative learning Diversity outreach
Teaching chemical engineering to biotechnology students in the time of COVID-19: Assessment of the adaptation to digitalization
Abstract
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With the global outbreak of COVID-19 in March 2020, there was an immediate shutdown of face-toface classes and a sudden shift to on-line learning. Confinement required finding innovative approaches to teaching and student assessment. This paper aims to share the experience of adapting the course in Biochemical Engineering, part of the Biotechnology program at Francisco de Vitoria University (Madrid, Spain), to remote learning. A sequence of collaborative learning activities, with active student participation, was designed to replace the traditional mid-term exam. Activities were carefully implemented, considering the range of learning styles. Engineering skills,transversal competences andhigher-order thinking skills were fostered through these activities. The analysis of the teaching/learning experience was based on teacher observations, academic performance and student surveys. All indicators showed thatthe adopted methodology had a positive impact of student performance. Student participation, especially among those repeating the course, also improved. Furthermore, students gained a more accurate and positive perception ofthe link between Chemical Engineering and Biotechnology, which may have a favourable impact on the teaching of Bioreactors in the coming academic year
With the global outbreak of COVID-19 in March 2020, there was an immediate shutdown of face-toface classes and a sudden shift to on-line learning. Confinement required finding innovative approaches to teaching and student assessment. This paper aims to share the experience of adapting the course in Biochemical Engineering, part of the Biotechnology program at Francisco de Vitoria University (Madrid, Spain), to remote learning. A sequence of collaborative learning activities, with active student participation, was designed to replace the traditional mid-term exam. Activities were carefully implemented, considering the range of learning styles. Engineering skills,transversal competences andhigher-order thinking skills were fostered through these activities. The analysis of the teaching/learning experience was based on teacher observations, academic performance and student surveys. All indicators showed thatthe adopted methodology had a positive impact of student performance. Student participation, especially among those repeating the course, also improved. Furthermore, students gained a more accurate and positive perception ofthe link between Chemical Engineering and Biotechnology, which may have a favourable impact on the teaching of Bioreactors in the coming academic year
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URI / Handle
https://doi.org/10.1016/j.ece.2020.11.001Rights
Creative Commons Reconocimiento-NoComercial-SinObraDerivada España