Grant recipients:
Eline Boghaert, Department of Chemical Engineering
Jason Grove, Department of Chemical Engineering
Dunja Miskovic, Department of Sociology and Legal Studies
Marios Ioannidis, Department of Chemical Engineering
Felicia Pantazi, Centre for Extended Learning
Mary Power, Centre for Teaching Excellence
(Project Timeline: May 1, 2017 - April 30, 2018)
Description and research questions
Our research investigated blended learning as a pedagogical technique through data gathered from ChE 102: Chemistry for Engineers, a large course with approximately 1400 students enrolled in twelve sections. We investigated student satisfaction with, perceived value of and effectiveness of a blended learning environment. More specifically we addressed the following research questions:
- Does the changed course format affect student reaction and experience?
- Does the delivery method affect student confidence and self-efficacy?
- Does the delivery method affect perceived effectiveness of content delivery?
- Does the changed course format alter the perceived relevance and perceived value of ChE102?
- Does the changed course format affect student learning, measured through course performance?
We combined survey responses with course grade data to explore these questions. This study built on, and was informed by, a Fall 2016 pilot of the blended course offering.
Findings and insights
Both course redevelopment and this research are ongoing; directions have been informed by work completed under this LITE grant. Our key insights are that the students have mixed attitudes toward and experience with the blended course as designed; these are heavily cohort and instructor dependent. Results do not show any enhancement in student learning as measured by grades. The most important insight is that many students are unprepared for the independent learning aspect of the course; for the Fall, we will be introducing an explicit metacognitive course objective and providing activities designed to improve students’ capacity for this (so-called “learning-to-learn”). More detailed findings are published in the CEEA 2018 Conference Proceedings and ASEE 2018 Conference Proceedings.
Dissemination and impact
- At the individual level: We have had many discussions with individuals within and outside our department. Two instructors not part of the LITE grant have adopted our blended learning approach when teaching the course. If the redesign is successful then the course will eventually affect a large number of students given its enrolment (1400 per year).
- At the institutional (uWaterloo) level: This research has been disseminated at the University of Waterloo Teaching and Learning Conference, at a LITE speaker series talk, and discussed in a teaching presentation at Senate.
- At the provincial, national and/or international levels: This work is the subject of talks at the American Society for Engineering Education and the Canadian Engineering Education Association conference. We are continuing to collect data and eventually hope to publish an article in a well-respected journal.
Impact of the project
- Teaching: We are redesigning ChE102 Chemistry for Engineers in a blended format and now hope to include metacognitive strategies within that course.
References
Project Reference List (PDF)