Teaching Bioengineering Using a Blended Online Teaching and Learning Strategy: A New Pedagogy for Adapting Classrooms in Developing Countries

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Autor/inn/en	Obada, David O.; Bako, Raymond B.; Ahmed, Abdulkarim S.; Anafi, Fatai O.; Eberemu, Adrian O.; Dodoo-Arhin, David; Oyedeji, Ayodeji N.; Salami, Kazeem A.; Samuel, Bassey O.; Samuel, Emmanuel T.; Obada, Israel B.
Titel	Teaching Bioengineering Using a Blended Online Teaching and Learning Strategy: A New Pedagogy for Adapting Classrooms in Developing Countries
Quelle	In: Education and Information Technologies, 28 (2023) 4, S.4649-4672 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11330-y
Schlagwörter	Engineering Education; Teaching Methods; Distance Education; Active Learning; Cooperative Learning; Learning Strategies; Problem Solving; Foreign Countries; Biology; Science Laboratories; School Closing; Undergraduate Students; Student Attitudes; Instructional Materials; Comparative Analysis; Units of Study; Scientific Concepts; Concept Formation; Sustainability; Computer Software; Videoconferencing; Critical Thinking; Blended Learning; Educational Change; Nigeria + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Distance study; Distance learning; Fernunterricht; Aktives Lernen; Kooperatives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problemlösen; Ausland; Biologie; School closings; Schule; Schließung; Schließung (von Schulen); Schülerverhalten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lerneinheit; Concept learning; Begriffsbildung; Nachhaltigkeit; Kritisches Denken; Bildungsreform
Abstract	Research and academia have been recently affected by the Coronavirus (COVID-19), and physical classrooms and laboratory experiments have been affected significantly due to the recent laboratory closures. This has led to innovative approaches to curb this problem. To address these difficulties in teaching bioengineering related courses that is of significant interest to students of the Faculty of Engineering in Ahmadu Bello University, Zaria, Nigeria, and of course, useful for engineering-based higher education institutions (HEI), a transitional pedagogy: Communicate, Active, Collaborate, Problem-based Solving, Learning and Assessment (CACPLA), which encompasses blended learning, was developed as a new teaching and learning strategy. In this study, we show that this new strategy can initiate a steady transition from physical classrooms to full online instruction for some subjects in engineering. This method has been trialled as an exercise for a module as part of an envisioned biomedical engineering degree programme which can be integrated with local industries and research institutions in sub-Saharan Africa. The teaching materials and environment were carefully designed and 253 students of third and final year classes participated as the experimental group. Also, the effect of critical thinking, pre-lecture, and post lecture on the overall performance of the students was assessed. Two questionnaires were designed for data collection, (a) for technical questions, (b) for receptiveness. The result of a student survey suggests favourable reception of the teaching methodology, which aided their understanding of the general bioengineering concept as applied to the materials chemistry and mechanical measurements context. It was noticed that 80% of the students indicated that the blended learning method was sufficient in achieving the learning outcomes of the study. The method is envisioned as a useful and sustainable complement to traditional teaching pedagogies and workshops due to the convenience and relatively high accessibility to Zoom and Google Meet Apps which can be readily employed without incurring significant costs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01