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An Evaluation Of Pedagogical Gains In A Fluid Flow Class When Using Desktop Learning Modules In An African University

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Conference

2009 Annual Conference & Exposition

Location

Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009

ISSN

2153-5965

Conference Session

Innovations in the CHE Laboratory

Tagged Division

Chemical Engineering

Page Count

8

Page Numbers

14.186.1 - 14.186.8

Permanent URL

https://peer.asee.org/5185

Download Count

19

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Paper Authors

biography

Baba Abdul Washington State University

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Baba Abdul obtained an MSc in Chemical Engineering from Ahmadu Bello University,Nigeria in 2005. He is currently a PhD student in Chemical Engineering at Washington State University,Pullman,WA. He has two publications and one grant to his credit.

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Emmanuel Shide ABU Zaria, Nigeria

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Emmanuel G.Shide obtained an MSc in Chemical Enginering in 2001 and is currently a PhD student in Chemical Engineering at the Ahmadu Bello University Zaria, Nigeria.He has several publications and two grants to his credit.

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biography

Raymond Bako ABU Zaria, Nigeria

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R Bako, Ahmadu Bello University
Raymond B Bako obtained a PhD in Educational Psychology from the University of Jos, Nigeria in 2007.He was a Fulbright scholar to the University of Maryland recently.He is married with two children.

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Paul Golter Washington State University Orcid 16x16 orcid.org/0000-0001-8959-6899

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Paul Golter, Washington State University
Paul B Golter obtained an MS from Washington State University and is presently pursuing his PhD while working as the Laboratory Supervisor in the Chemical Engineering Department at WSU.He is married with two children.

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Jerome Babauta Washington State University

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Jerome T Babauta is currently a Senior in Chemical Engineering at Washington State University and has been accepted into a National Institutes of Health PhD Program at Washington State University. He was recently sponsored by the National Science foundation OISE Program as an exchange student to Nigeria.

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biography

Bernard Van Wie Washington State University

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Bernard J Van Wie obtained his PhD in Chemical Engineering at the University of Oklahoma in 1982 and has been a a full Professor in Chemical Engineering at the Washington State University since 1995. He has three patents and 41 publications and recenty was a Fulbright Scholar to Nigeria. He is married with three children.

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Gary Brown Washington State University

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Gary Brown has a PhD in Education and is currently the Director Centre for Teaching Learning and Technology WSU,Pullman WA. He is happily married.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Abstract The modern educational setting is gradually becoming infused with new pedagogical approaches including the use of hands-on active elements. This is particularly important in developing nations where student exposure to industrial equipment is limited. This paper presents results from a study in a Chemical Engineering Fluid Flow class. In contrast to an earlier study where there was only one lecture group and one hands-on group, this study alternates the two groups between lecture based and hands-on activities with one group serving as a control for the other. As in the previous study, a preliminary analysis of the results shows similar improvement on concept inventory performance for students receiving information through lecture and those participating in the hands-on active exercise. However, a survey reveals that students perceive important long term benefits in the form of conceptual understanding, enlightening discussions with peers and instructors, and overall learning satisfaction with the hands-on active mode in comparison to the traditional lecture mode. A thorough analysis of the new classroom pedagogy and its benefits is presented. Introduction The traditional lecture method of dispensing education is gradually becoming outmoded due to its inherent passivity and abstraction. Especially for certain technical courses, a straight run lecture would not guarantee adequate or high conceptual gains for the students, leaving too much to the imagination. According to the Dale retention cone 1, students tend to retain only 5% of what they hear, 10% of what they read, 20% of what they see, 50% of what they discuss 75% of what they practice and 90% of what they teach. Kolb’s 2 experiential learning model also reinforces the idea that cooperative, hands-on, active and problem based learning greatly enhance conceptual understanding and retention. Chickering and Erhmann 3 suggest that technology is invaluable in implementing the seven principles of good practice in undergraduate education 4. Chi 5 hypothesizes that concepts are more difficult to learn when a) they are not directly observable (for instance the onset of turbulent flow in a pipe) and b) when macroscopic patterns arise from unobservable microscopic phenomena (for instance diffusion of mass, momentum and energy). The attempt to address student learning barriers in Ahmadu Bello University (ABU), Zaria Nigeria using miniaturized industrial process equipment and a novel, concept- driven pedagogy is an innovative effort aimed at addressing some of the challenges facing higher education in developing nations. In this paper we assess the impact of using Desktop Learning Modules (DLMs) to assist in teaching fluid flow principles of relevance to the education of chemical engineers. Furthermore, we assess the impact on conceptual understanding compared to traditional lectures, and survey the students on how a hands-on active learning (HAL) approach impacts their classroom interactions, creating ones own understanding, enhancement of team skills, etc.

Abdul, B., & Shide, E., & Bako, R., & Golter, P., & Babauta, J., & Van Wie, B., & Brown, G. (2009, June), An Evaluation Of Pedagogical Gains In A Fluid Flow Class When Using Desktop Learning Modules In An African University Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. https://peer.asee.org/5185

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