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Applying Blended Learning Techniques: Perspectives from Chemical Engineering Computation

Cheryl M. Immethun, Tareq Daher, Rajib Saha


The use of active learning techniques in engineering classrooms has been limited despite substantial evidence supporting their efficacy in helping students construct problem-solving expertise. A blended classroom, which combines online and in-class learning, was employed in a Chemical Engineering Computation class to address instructional challenges and enhance student learning outcomes. The use of pre-class online videos, concept questions, and in-class peer instruction are shown to enhance and improve the students’ perceived learning experience.

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