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Since the outset of the COVID-19 pandemic, most undergraduate chemical engineering courses have transitioned online. Asynchronous online courses often leave students feeling overwhelmed and disconnected, while courses that attempt to replicate the lecture hall experience through synchronous sessions leave students drained by “zoom fatigue.” This webinar will focus on practical strategies to foster student learning, engagement, and connection in the virtual classroom.
Optimal content delivery in the virtual classroom can be achieved by combining asynchronous recorded lectures with scheduled synchronous sessions. This allows students to enjoy the flexibility of recorded lectures, while also having opportunities to interact with the course instructor and peers on a weekly basis. Recorded lectures parsed into short video segments are easily digested and can be navigated for targeted review. Synchronous sessions can include opportunities for group problem solving in breakout rooms, and instructor-led sessions with poll questions and active participation. These synchronous sessions help students to stay on track, while enhancing engagement and classroom community. In addition, weekly quizzes and discussion boards can be used for formative feedback, which incentivizes students to keep up with the material and helps identify areas of confusion. In addition to content delivery, course organization, a predictable schedule, and opportunities for peer and instructor connection help create an optimal virtual learning environment.
This webinar will offer examples of techniques and applications you can use to deliver engaging online class sessions and gather formative feedback. Optimal content organization in the learning management system will also be discussed. You will leave the webinar with practical strategies you can implement right away to improve engagement, connection and learning outcomes in your virtual course!
Webinar content is available with the kind permission of the author(s) solely for the purpose of furthering AIChE’s mission to educate, inform and improve the practice of professional chemical engineering. All other uses are forbidden without the express consent of the author(s). For permission to re-use, please contact chemepermissions@aiche.org.
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