Strategies Used to Foster Student Learning, Engagement, and Connection in the Virtual Chemical Engineering Classroom

Deborah Goldberg | Chemical & Biomolecular Engineering

Abstract

Deborah Goldberg Since the outset of the COVID-19 pandemic, most undergraduate chemical engineering courses 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 presentation will focus on my experience combining asynchronous and synchronous learning opportunities in a junior chemical engineering course. Optimal content delivery in the virtual classroom was be achieved by combining recorded lectures with scheduled synchronous sessions on zoom. This allowed 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 were parsed into short video segments that were easily digested and could be navigated for targeted review. Synchronous sessions included opportunities for group problem solving in breakout rooms, and instructor-led sessions with poll questions and active participation. These synchronous sessions helped students to stay on track, while enhancing engagement and classroom community. In addition, weekly quizzes and discussion boards were used for formative feedback, which incentivized students to keep up with the material and helped identify areas of confusion. In addition to content delivery, course organization, a predictable schedule, and opportunities for peer and instructor connection helped create an optimal virtual learning environment. Mid-semester feedback showed that these pedagogical strategies enabled students to confidently navigate the course and master the technically rigorous material. Specific elements of the course design including access to recorded lectures, weekly quizzes, and enhanced peer-learning opportunities will be considered as we transition back to in person learning.

Presentation