Online Simulator Use in the Preparing Chemical Engineers
Randy Yerrick, Graduate School of Education, State University of New York at Buffalo, Buffalo, NY, United States ; Carl Lund, Department of Chemical and Biological Engineering, State University of New York at Buffalo, Buffalo, NY, United States ; Yonghee Lee, State University of New York at Buffalo, Buffalo, NY, United States
IJOPCD Volume 3, Number 2, ISSN 2155-6873 Publisher: IGI Global
Active learning strategies (including simulations) have been promoted by engineering education reformers as an effort to move traditional STEM teaching toward more constructivist practices. In this study chemical engineering students were studied during the implementation of simulators to promote critical thinking. While many have studied achievement and perceptions of students to measure engineering tools and their development, this study specifically examined students’ outcomes connecting the tool to specific teaching and learning strategies. A case study was conducted using pre- and post-test, survey questionnaire, individual interviews, and classroom observations. Results showed the use of simulator was associated with increases in students’ scores but the novelty of innovation was not the single explanation for increased scores or favored technology usage. Interviews and other qualitative data suggested that outcomes may closely tie teaching strategies to the effectiveness of the tool rather than the focus on the tool itself. Implications for teaching and future research are discussed.
Yerrick, R., Lund, C. & Lee, Y. (2013). Online Simulator Use in the Preparing Chemical Engineers. International Journal of Online Pedagogy and Course Design, 3(2), 1-24. IGI Global.