Image credit: Michigan Engineering
Image credit: Michigan Engineering In a two-year study that could help guide educators developing the post-pandemic new normal, student groups at the University of Michigan assigned to make video presentations showed more creativity and risk-taking than groups making conventional in-person presentations. "Given the importance of project-based learning, our study provides a way to turn virtual limitations into an advantage,” said Fei Wen, U-M associate professor of chemical engineering. "We can enhance the student experience and learning outcomes. Higher education, along with society at large, anticipates a shift in the balance between in-person and remote activities even after COVID-19 is controlled, say Wen and colleagues. While many might assume hands-on learning is best done entirely in person, the study presents an alternative perspective. The team began conducting the research in 2017-well before anyone knew COVID-19 was coming-as an effort to examine how different formats improved engaged learning outcomes. They split the students in a mass and heat transfer chemical engineering class into two cohorts: one doing an in-person presentation to high school students, with a poster and a demonstration; and the other making videos posted online.
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