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Online Simulator Use in the Preparing Chemical Engineers
Abstract
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.
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