Abstract:

The recent sanitary situation associated with the appearance of the COVID19 virus highlighted the need to develop new teaching methodologies to facilitate the adaptation of the teaching-learning process to the virtual environment. The use of telematic resources should be combined with effective teaching-learning strategies capable of promoting meaningful learning and the development of the students’ skills. In this regard, VirtualChEng is an educational innovation project coordinated by the Innovation Group in Chemical and Environmental Engineering (IDIQMA) of the University of Valencia. The aim of this project is to establish a strategic guideline for the development of teaching methodologies within the framework of virtual teaching in Chemical Engineering. The main challenge is that the Chemical Engineering discipline comprises a wide range of teaching and learning activities: from the teaching of theoretical concepts, to the adaptation of highly complex numerical problems with graphical or analytical resolution, and the use of specialized computer tools. Thus, a careful design of the virtual teaching is required. As a starting point of this project, the experiences generated last course, when most of the lessons were virtually developed due to the sanitary situation, will be analysed. This represents an exceptional opportunity since the need for rapid adaptation to the situation generated a number of resources and know-how that should serve as a basis for establishing a new action line where virtual teaching would be part of the future higher education. In this regard, the different experiences have been compiled and shared, identifying the difficulties encountered as well as successful practices when using different resources and methodologies. Likewise, the unexpected situation caused that the adaptation to the non-face-to-face teaching and assessment modality has depended on the teaching staff in charge, which has resulted in uneven use of tools and resources. Thus, in this calmer moment a deep analysis of these experiences constitutes an opportunity to bring about effective, shared and recognizable methodologies. In this regard, a deep reflection is necessary to face the challenge of next academic years, when we are facing a new hybrid model of blended teaching. To carry out this project, surveys and interviews designed ad-hoc have been used as evaluation tools, in order to design, analyse, and evaluate different strategies for the correct development of virtual teaching, including the use of virtual resources and tools. The different experiences have been collected, analysed, and evaluated from a three-dimensional point of view (students, lecturers, and coordinators) to identify the best strategies and to develop recommendations for the practice of virtual teaching. Guidelines for the development of virtual teaching in Chemical Engineering will be issued as a project result.

Keywords:

Chemical engineering, Meaningful learning, Innovation, Virtual teaching.