Enhanced Teaching and Student Learning through a Simulator-Based Course in Chemical Unit Operations Design

Autor/in	Ghasem, Nayef
Titel	Enhanced Teaching and Student Learning through a Simulator-Based Course in Chemical Unit Operations Design
Quelle	In: European Journal of Engineering Education, 41 (2016) 4, S.455-467 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2015.1095158
Schlagwörter	Teaching Methods; Learning Processes; Cooperative Learning; Educational Quality; Instructional Effectiveness; Computer Software; Chemical Engineering; Engineering Education; Simulation; Case Studies; Questionnaires; Student Surveys; Grades (Scholastic); Science Tests; Undergraduate Students; Management Systems; Student Attitudes + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Kooperatives Lernen; Quality of education; Bildungsqualität; Unterrichtserfolg; Chemisches Prüfverfahren; Ingenieurausbildung; Simulation program; Simulationsprogramm; Case study; Fallstudie; Case Study; Fragebogen; Schülerbefragung; Notenspiegel; Schülerverhalten
Abstract	This paper illustrates a teaching technique used in computer applications in chemical engineering employed for designing various unit operation processes, where the students learn about unit operations by designing them. The aim of the course is not to teach design, but rather to teach the fundamentals and the function of unit operation processes through simulators. A case study presenting the teaching method was evaluated using student surveys and faculty assessments, which were designed to measure the quality and effectiveness of the teaching method. The results of the questionnaire conclusively demonstrate that this method is an extremely efficient way of teaching a simulator-based course. In addition to that, this teaching method can easily be generalised and used in other courses. A student's final mark is determined by a combination of in-class assessments conducted based on cooperative and peer learning, progress tests and a final exam. Results revealed that peer learning can improve the overall quality of student learning and enhance student understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01