(190d) Hands-on in the Online Classroom: Transitioning a Hands-on Pedagogy to a Virtual Format | AIChE

(190d) Hands-on in the Online Classroom: Transitioning a Hands-on Pedagogy to a Virtual Format


Reynolds, O. - Presenter, Washington State University
Kaiphanliam, K., Washington State University
Khan, A. I., Washington State University
Oje, O., Washington State University
Dahlke, K., University of Illinois Urbana-Champaign
Burgher Gartner, J., Cambell University
Dutta, P., Washington State University
Thiessen, D. B., Washington State University
Adesope, O., Washington State University
Van Wie, B., Washington State University
During the coronavirus outbreak in spring 2020, many universities across the United States chose to transition to online instruction for a significant portion of the semester. While the transition to online learning for traditional classes can be straightforward, determining how to best implement hands-on pedagogies in an online environment is substantially more challenging; however, these pedagogies can still be valuable for improving student conceptual understanding and motivation. Our team has previously developed a number of Low-Cost Desktop Learning Modules (LC-DLMs) for fluid mechanics and heat transfer courses which are typically utilized by small groups of students in a classroom setting. Students perform qualitative experiments, analyze data, and discuss conceptual items in an interactive format. This presentation will explore our efforts to transition this pedagogy to a virtual format. We created a detailed demonstration video showing data collection for each module, provided short instructional videos covering concepts defined in learning objectives, and transitioned worksheet materials to a format supported by online learning management systems. Results from pre- and post-implementation conceptual assessments and motivational surveys will be presented for virtual implementations at several universities for a hydraulic loss and double pipe heat exchanger LC-DLM. These results will be compared to conceptual and motivational data collected during traditional hands-on implementations of the same modules in fall 2019. We hypothesize that these results will show nearly equivalent effectiveness of virtual hands-on pedagogy implementations and we will highlight any significant differences in conceptual understanding or motivation compared to hands-on implementations. We also hypothesize that this early work will allow us to develop refined virtual implementations of hands-on pedagogies which will be broadly useful at resource-limited universities or in traditionally online-based programs in the future.