Experiential learning at home in an engineering thermodynamics course

The teaching-learning process in an Engineering thermodynamics course benefits from laboratory components as experiential learning activities. Unfortunately, the COVID-19 pandemic brought difficulties for the use of experiential learning in lab-based topics. This work describes the results from impl...

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Bibliographic Details
Main Authors: Buentello-Montoya, David-Antonio, Garcia-Amezquita, Luis-Eduardo, Rico-Gutierrez, Luis-Manuel
Format: Conference Proceeding
Language:English
Subjects:
Conferences
COVID-19
Educational Innovation
Engineering education
Experiential learning
Higher Education
Non-traditional laboratory
Pandemics
Project-Based Learning
Prototypes
Thermodynamics
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Summary:The teaching-learning process in an Engineering thermodynamics course benefits from laboratory components as experiential learning activities. Unfortunately, the COVID-19 pandemic brought difficulties for the use of experiential learning in lab-based topics. This work describes the results from implementing an at-home non-traditional laboratory, where the students had to design and build a prototype to conduct experiments and analyse results. Results indicate positive learning outcomes and both acceptance and satisfaction from the students; the students had a mean mark of 89.22; comparatively, the previous year in-person overall mean mark was 87.98. Moreover, from a conducted student experience survey, in terms of overall satisfaction, the obtained score was 9 out of 10, while when the module was taught in-person the average score was 9.1.
ISSN:2165-9567
DOI:10.1109/EDUCON52537.2022.9766608