Teaching bioengineering using a blended online teaching and learning strategy: a new pedagogy for adapting classrooms in developing countries

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.

Prospective Science Student Teachers’ Online Learning Environment Experiences: Measurement Based on the Net Promoter Score

“…Many educational technology features and learning activity designs have been developed to support online learning [14]. Among them are various online learning personalization designs, online laboratory and experiment simulations, open educational resources, and systems [6], [13], [14], [43]. The results of this research show that the learners have no problems related to the learning resource features in the form of videos, images, learning materials (textbooks/slides), and experiments/simulations.…”

“…In contrast, the use of virtual experiments and simulations had positive effects on the participants. The utilization of online laboratories has the potential to develop science inquiry skills [6], [43]. Figure 1 displays the data distribution of participants' responses to the eight items of the online learning experience questionnaire.…”

“…One of the Sustainable Development Goal (SDG) 4 programs in the field of education quality is SDG 4.C, which focuses on providing qualified teachers by 2030, so it is necessary to motivate young people to want to become teachers (micro-level Prospective Science Student Teachers' Online Learning Environment Experiences: Measurement Based on the Net Promoter Score target) and provide educational institutions that facilitate the development of qualified teachers (meso-level target) [1]. In line with Education 4.0 [2], online learning has become one of the most popular learning modes in higher education with its flexible, independent, and easy accessibility characteristics [3]- [6]. The widespread use of online learning in various higher education institutions is also inseparable from the COVID-19 pandemic [7]- [11].…”

“…Conventional wisdom has been that real laboratory practice is better than virtual laboratory practice. However, with the development of educational technology, it is possible that online classes and laboratories will replace physical laboratories in the future [6].…”

Improving self-directed learning ability of medical students using the blended teaching method: a quasi-experimental study

“…In their study, Chen M et al stated that blended teaching can be made to address low student engagement and poor classroom participation during covid-19 [ 34 ]. In another study conducted during the COVID-19 pandemic, David O Obada et al argued that blended online teaching and learning strategy was a new pedagogy for adapting classrooms in developing countries [ 35 ]. In a study conducted after this pandemic, Xue-Tao Fu et al argued that blended teaching is beneficial to students’ learning and stimulates their enthusiasm, cultivates clinical thinking ability, and improves teaching quality [ 36 ].…”