67A-15 |
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E. PALOU1, R. P. Singh2, D. López-Magaña, L. G. Guerrero-Ojeda, J. Carrillo-Ayala, J. M. Ramírez, A. López-Malo, J. S. Welti-Chanes, and K. Athmaran. (1) Center for Engineering Education, Univ. de las Americas, Puebla, Cholula, Puebla, 72820, Mexico, (2) Dept. of Biological & Agricultural Engineering, Univ. of California, Davis, 1 Shields Ave., 2042 Bainer Hall, Davis, CA 95616-5294 A paradigm shift is taking place in education. Teaching success in today’s world requires new instructional approaches. Universities are increasingly using the Internet to improve learning. We created a set of instructional laboratory exercises that contain remotely conducted experiments assisted by the Internet, developed a complete set of instructions including software on how remotely conducted laboratories may be set up to motivate other instructors to create additional Internet-assisted exercises, and evaluated the role of remotely conducted experiments in the effectiveness of learning food engineering. The laboratory exercises which have been used in teaching food engineering courses at the University of California, Davis (USA) and Universidad de las Américas, Puebla (Mexico) are: dynamic response of sensors, psychrometric properties of air, convective heat transfer coefficient of air, thermal conductivity of foods and biomaterials, image processing to determine shape characteristics of food and biomaterials, heat and mass balance across an air dryer, and monitoring of electrical parameters of either a DC or an AC motor. Students had access to these remote-controlled laboratory exercises, and were able to conduct “hands-on” experiments at a computer. “Hands-on” implies that a student carries out various tasks, while the manipulated (live mode) apparatus, may be located in another country. Results (selected questions at the end of each experiment, course written evaluations, student and instructor reflections) demonstrate that this innovative approach of using the Internet has considerable merit in enhancing learning. Positive student feedback indicates exercises are useful in laboratories to develop a self-paced understanding. In lecture-only classes, students noted that these experiences enhanced their learning of concepts that were difficult to understand from textbooks. Exercises have been most advantageous in engaging students in an interactive Internet activity prior to conducting a more comprehensive laboratory experiment. Opportunities for student interaction across borders and different continents offer new paradigms to enhance learning and collaboration.
Session 67A, Education: General
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