Abstract:

The change to full distance teaching, due to the pandemic, during the past three semesters at the School of Chemistry of the Universidad Nacional Autónoma de México (UNAM), led to the need to adapt educational materials that two of the authors had been developing for a face-to-face Heat Transfer course which is part of the Metallurgical Chemical Engineering curriculum. The experience of creating these contents and their evaluation has already been presented in other Edulearn’s editions. However, the authors had to modify the methodology to take it to fully remote teaching; a flipped classroom methodology was chosen, for which videos were generated and shared through Google Classroom. The videos were created based on slides presentations, previously developed for each lesson. The lessons were now subdivided into topics; for each topic, learning activities were also developed, based on interactive notebooks developed with Wolfram Mathematica. The course was delivered in 32 sessions of three hours each, carried out remotely using Zoom. Before each session, the instructors made the educational materials available to the students. During the online session, the group was divided into teams that carried out the learning activities. Throughout the time assigned to the lecture, the instructors alternatively visited the different teams, working with them. The session ended with a group meeting in which a quiz was answered and a summary of what had been learned in that session was reached. Assessment of this methodology was carried out by the students through four surveys, each one of them applied at the end of each one of the syllabus’ units. The assessment, which asked about the materials, the methodology and the perception of learning achievement, was positive.

Keywords:

Flipped classroom, Digital materials, Heat Transfer course, Wolfram Mathematica, Zoom.