ICARE technology and innovation in teaching

technology innovation

1. Creative approach towards online teaching for first year engineering students   Sirisha Nallakukkala 1,2 , Bhajan Lal 1*,2 , Abd Halim Shah bin Maulud 1 1 Chemical Engineering Department, Universiti Teknologi PETRONAS, Bandar Seri Iskandar, 32610, Perak, Malaysia 2 CO2 Research Centre (CO2RES), Universiti Teknologi PETRONAS, Bandar Seri Iskandar, 32610, Perak, Malaysia *[email protected]

2. INTRODUCTION 2 The COVID-19 pandemic has become a global health issue and has had a major impact on education. As a result, a switch to the online teaching for students becomes effective. Online teaching can make the teaching–learning process more student-centered and innovative Online teaching has paved the way for new models of teaching and learning practice by using ICT tools Creative approaches Online Presentation tools – Zoom, Google Meet and MS teams Blended learning Flipped classroom Online quizzes Polls – help students reflect and analyze Infographics– increase student engagement Mind maps– allow students to brainstorm G G ame-Based Teaching Discussion Boards and Forums Some creative approaches implemented for the Physical Chemistry course are Icebreaking Flipped classroom Kahoot

3. Physica l Chemistry: Course Outcomes and Program Outcomes 3 CO Physical Chemistry PO CO1 To understand the principles and theoretical aspect of ideal gas, laws of thermodynamics, phase behaviour, kinetics, electrochemical systems. PO1 CO2 Analyse the complex problems of laws of thermodynamic phase behaviour, kinetics. PO2 CO3 Design and analyse the lab component for thermodynamic phase behaviour, reaction kinetics, catalysis PO1/PO2 PO1 Apply knowledge of mathematics, science fundamentals to complex engineering problems. PO2 Identify, formulate, conduct research and analyse reaching substantiated conclusions using first principles of mathematics, science and engineering

4. Methods Implemented as part of blended learning 4 Blended learning Ice breaking session Kahoot Interactive session by introducing themselves helps building relationship with the group getting everyone participating in the course from the very beginning. Improved student access to content, Greater independent learning and deeper understanding Improved engagement Increased participant engagement, interaction Increase level of motivation Collect students opinions easily

5. RESULTS &DISCUSSION 5 Percentage attainment without blended learning Percentage attainment with blended learning Program Outcomes attainment

6. CONCLUSION 6 I nnovative online teaching learning pedagogy has enabled learning and participative learning strategies for students. P rogram attainment and as well students performance showed an increase of 10-18% in students’ overall performance in comparison to without implementing blended learning. The result suggests an overall improvement in the students online learning experience and proved that transition to online learning was a success despite the emerging circumstances