Teaching Process Simulators during COVID-19 Pandemic: Analysis on the Digitalization of a Dry Laboratory

The global outbreak of COVID-19 (SARS-CoV-2) gave rise to a sudden shift to the online education delivery system from the conventional in-person teaching method. Though instructions were moved to a virtual learning platform, it was a critical challenge to provide hands-on training to teach complex e...

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Bibliographic Details
Published in:Journal of chemical education 2022-08, Vol.99 (8), p.3007-3019
Main Authors: Pradhan, Sushobhan, Madihally, Sundararajan V.
Format: Article
Language:English
Subjects:
CAI
Chemical engineering
Complexity
Computer assisted instruction
Course Content
COVID-19
Digitization
Engineering education
Learning outcomes
Online instruction
Pandemics
Polls & surveys
Self evaluation
Simulation
Simulators
Software
Software engineering
Students
Teaching
Teaching methods
Viral diseases
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Summary:The global outbreak of COVID-19 (SARS-CoV-2) gave rise to a sudden shift to the online education delivery system from the conventional in-person teaching method. Though instructions were moved to a virtual learning platform, it was a critical challenge to provide hands-on training to teach complex engineering software. This article discusses the experience of teaching blended online delivery mechanisms (synchronous and asynchronous) of two AspenONE process simulators, that is, Aspen Plus and Aspen Hysys, which were the part of a chemical engineering sophomore course: CHE 2033 – Introduction to Chemical Process Engineering. The course materials and instruction methodology were prepared through prerecorded videos, organizing individual virtual/in-person conferences to assist students with the tedious software installation procedure, making them acquainted with the software, and assisting with homework problems. A self-assessment of students about the teaching methodology was done through an online survey. From the survey results, it was observed that approximately 88% of the enrolled students seemed to be satisfied with the course content, instructional approach, and learning outcomes. However, they highlighted working on more complex chemical engineering problems through homework or term projects. The key findings of this study are valuable while developing courses or laboratories that utilize complex engineering software or various process simulators.
ISSN:0021-9584
1938-1328
DOI:10.1021/acs.jchemed.2c00494