Education for Chemical Engineers最新文献_第3页

Application of AI teaching assistant to college education of principles of chemical engineering 人工智能助教在高校化学工程原理教学中的应用

IF 2.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-10-01 Epub Date: 2025-08-21 DOI: 10.1016/j.ece.2025.08.004

Fuhai Yu , Jingning Lv , Hong Han , Yongjie Zhang , Jian Zhang

With the development of large language models(LLM) in Artificial Intelligence(AI), AI assistants have been widely applied across various sectors and lead to tremendous enhancing in the work efficiency. However, there is hardly any comprehensive studies on the application of AI assistants to the teaching and evaluation process of Principles of Chemical Engineering course for college education. Therefore, this paper integrates and optimizes the teaching and evaluation processes of Principles of Chemical Engineering course with the assistance of AI technology. By leveraging AI technology for instructional support, the course content is integrating with real-life scenarios and cutting-edge scientific research. In the meanwhile, students' systematic thinking, innovative and entrepreneurial skills as well as the critical thinking can get fostered. Moreover, integration of knowledge across disciplines, majors, and even virtual-real scenarios can get accelerated and expanded with the AI assistant. During the reform, the following modulus, including interactive conversation led by guide words, optional module expansion for practical applications, error-spotting games for figures and literatures, curriculum design and composition of business plans are facilitated by the AI assistant to improve the interest, breadth and depth of the curriculum contents. The implementation of this case effectively advances the reform of college education in the boosting backdrop of AI, equipping students with thoughts and abilities to apply the latest AI technologies to their study and research projects. The implementation of the case has been proven to be practically feasible, and shows great potentials for further applications.

随着人工智能领域大语言模型（LLM）的发展，人工智能助手在各个领域得到了广泛的应用，极大地提高了工作效率。然而，关于人工智能助手在高校化学工程原理课程教学与评价过程中的应用，目前还没有全面的研究。因此，本文借助人工智能技术对《化学工程原理》课程的教学与评价流程进行整合与优化。通过利用人工智能技术进行教学支持，课程内容与现实场景和前沿科学研究相结合。同时培养学生的系统思维、创新创业能力和批判性思维。此外，通过人工智能助手，跨学科、专业甚至虚拟现实场景的知识整合可以得到加速和扩展。在改革过程中，AI助手辅助完成了引导语引导的互动对话、实际应用的可选模块拓展、人物和文献的猜错游戏、课程设计、商业计划书的撰写等模块，提高了课程内容的趣味性、广度和深度。本案例的实施有效地推进了人工智能助推背景下的高校教育改革，使学生具备将最新的人工智能技术应用于学习和研究项目的思想和能力。实践证明，该案例的实施是切实可行的，具有广阔的应用前景。

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引用次数: 0

Accreditation of chemical engineering degrees: Recent changes and case studies in curriculum development 化学工程学位认证：课程发展的最新变化和案例研究

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-10-01 Epub Date: 2025-07-08 DOI: 10.1016/j.ece.2025.07.003

Jarka Glassey

引用次数: 0

Games in engineering: Exploring the use of spreadsheet-based Sudoku within a chemical process optimisation class 游戏在工程：探索使用电子表格为基础的数独在化学过程优化类

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-10-01 Epub Date: 2025-06-25 DOI: 10.1016/j.ece.2025.06.002

Godfrey K. Gakingo , Peter N. Kabia

Game-based learning has long been recognised to facilitate learning through various ways such as improved motivation among students and improved cognitive skills (critical thinking, content understanding). Consequently, educators in different fields have incorporated various games into their teaching practice. Building on these efforts, this work sought to introduce spreadsheet-based Sudoku to a Chemical Process Optimisation course and to gather students’ feedback on the initiative. A 4 × 4 Sudoku problem was presented using two implementation methods (integer space formulation and binary space formulation) as part of a class-based tutorial. Thereafter, the students were tasked to solve a 6 × 6 problem using both approaches and a 9 × 9 problem using any preferred approach. The findings from the submitted assignment as well as responses to an exit questionnaire suggested that the initiative led to an enhanced interest while giving the students an opportunity to learn new skills. Furthermore, it was observed that the success of the students was not likely to be influenced by the problem size or the students’ familiarity (or lack thereof) with Sudoku or the relevant software platforms as long as adequate tutorials were given beforehand. Finally, it was observed that the students had a preference for and obtained better success with the binary space formulation though it was more involving in its setup procedure as compared to the integer space formulation. The former gave a linear programming problem that solved easier than the non-linear programming problem obtained using the integer space formulation.

长期以来，人们一直认为基于游戏的学习可以通过各种方式促进学习，例如提高学生的动机和提高认知技能（批判性思维，内容理解）。因此，不同领域的教育工作者将各种游戏融入到他们的教学实践中。在这些努力的基础上，这项工作试图将基于电子表格的数独引入化学过程优化课程，并收集学生对该计划的反馈。作为基于类的教程的一部分，使用两种实现方法（整数空间公式和二进制空间公式）提出了一个4 × 4数独问题。此后，学生们被要求使用两种方法解决一个6 × 6的问题，并使用任何首选的方法解决一个9 × 9的问题。从提交的作业和离职问卷的结果来看，这一举措提高了学生的兴趣，同时也给了他们学习新技能的机会。此外，我们观察到，只要事先给予足够的指导，学生的成功不太可能受到问题大小或学生对数独或相关软件平台的熟悉程度（或缺乏）的影响。最后，我们观察到学生更喜欢二进制空间公式，并获得了更好的成功，尽管它比整数空间公式更涉及其设置过程。前者给出了一个线性规划问题，比用整数空间公式求解非线性规划问题更容易。

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引用次数: 0

Treating engineering students equally without treating them equally: exploring the multi-evaluator paradox of a capstone engineering design project 平等对待工程学生，但不平等对待他们：探索顶点工程设计项目的多评估者悖论

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-10-01 Epub Date: 2025-07-11 DOI: 10.1016/j.ece.2025.07.002

Martijn Pieter van der Steen , Mauricio Muñoz-Arias , Gerald Jonker

In engineering curricula, a final capstone project connects to daily practice in an (as much as possible) authentic setting, to test and prepare students for careers in the capital-intensive chemical engineering field. This paper examines a particular aspect of using capstone engineering design projects for experiential teaching: examination and evaluation of students’ practical work in firms. Such projects are as diverse as they are complex; therefore, performance evaluations of these projects tend to be particularly complicated. These projects do not typically correspond well to a singular set of performance criteria or rubrics, and therefore, a degree of inter-evaluator bias is to be expected. Drawing on a content analysis of the qualitative evaluations of individual design projects, completed by several cohorts of graduates of an engineering program, we uncover a phenomenon, which we call the multi-evaluator paradox of design projects. This phenomenon holds that statistically speaking, all examiners of these projects grade these projects essentially similarly, i.e. there is no significant inter-grader bias of both final and sub-category grades. Simultaneously, however, the verbal motivations of these grades vary greatly between examiners, even when there are structured rubrics underpinning their assessments. Using Computational Text Analysis (CTA), we examine this thus-far undocumented phenomenon and offer possible explanations for its existence. We question whether the existence of this phenomenon is detrimental to educational quality, and we provide suggestions for managing these consequences.

在工程课程中，最终的顶点项目与（尽可能）真实的环境中的日常实践相联系，以测试和准备学生在资本密集型化学工程领域的职业生涯。本文探讨了使用顶点工程设计项目进行体验式教学的一个特殊方面：对学生在公司的实际工作进行考试和评估。这些项目既复杂又多样；因此，这些项目的绩效评价往往特别复杂。这些项目通常不能很好地符合单一的绩效标准或准则，因此，预期会有一定程度的评估者之间的偏差。通过对个别设计项目的定性评估进行内容分析，我们发现了一个现象，我们称之为设计项目的多重评估者悖论。这一现象认为，从统计学上讲，这些项目的所有审查员对这些项目的评分基本上是相似的，即最终和子类别的评分都没有显著的年级间偏差。然而，与此同时，这些分数的口头动机在考官之间差别很大，即使有结构化的标准来支持他们的评估。使用计算文本分析（CTA），我们研究了这一迄今未记载的现象，并为其存在提供了可能的解释。我们质疑这种现象的存在是否对教育质量有害，并提出管理这些后果的建议。

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引用次数: 0

Implementation of a continuous assessment system through the creation of a problem book using DOCTUS in general chemistry subjects 在普通化学科目中使用DOCTUS制作问题册，实施连续评估系统

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-10-01 Epub Date: 2025-06-24 DOI: 10.1016/j.ece.2025.06.003

Carlos Leiva , Fátima Arroyo Torralvo , Yolanda Luna-Galiano , Alicia Ronda , David Muñoz de la Peña Sequedo

A continuous evaluation system, integrating both formative and summative assessments has been implemented in a Chemistry subject with a high number of students. This system employs a personalized problem notebook developed through an application (DOCTUS), enabling the generation of individualized complex problem statements, easy correction, and multiple submission opportunities. This approach facilitates effective feedback, promotes autonomous and cooperative learning, accelerates the learning process, and enhances activity achievement levels. The experience has been carried out with a group of 91 students enrolled per year in the subject 'Chemistry' corresponding to the first academic year in degree of Chemical Engineering at the Higher Technical School of Engineering (University of Seville), although only 71 have participated in the activity. The platform used, which offers free access, was utilized to create personalized problem notebooks for each student. It assigns identical problems with personalized data and corrects submissions via Excel files in under 10 s. An improvement in the results has been observed; since the students have obtained a numerical grade for their work instantly after delivery of the problem, and they can redo it at a short time (hours), when the students still have the problem in their mind, where they want and with the material that they consider, and without a large increase in the amount of time spent by the teacher. The final qualification was on average 1.2 points higher than previous years. Compared to other subjects in the same academic year, Chemistry had a lower percentage of students who did not participated in the subject (22 % compared to 30–54 % in other subjects from the same course). The number of approved students has increased, reflected in the number of repeaters, which decreased in the next year from 42 % to 29 %.

在学生数量较多的化学学科中实施了形成性和结论性相结合的连续评价体系。该系统采用了通过应用程序（DOCTUS）开发的个性化问题笔记本，可以生成个性化的复杂问题陈述，易于修改，并且有多种提交机会。这种方法有助于有效的反馈，促进自主和合作学习，加快学习过程，提高活动成就水平。这项经验是在每年91名参加“化学”课程的学生中进行的，这与塞维利亚高等工程技术学院（塞维利亚大学）化学工程学位第一学年相对应，尽管只有71名学生参加了这项活动。所使用的平台提供免费访问，用于为每个学生创建个性化的问题笔记本。它使用个性化数据分配相同的问题，并在10 s内通过Excel文件纠正提交。观察到结果有所改善；由于学生在交卷后立即获得了作业的数字分数，他们可以在很短的时间内（几个小时）重做，当学生仍然在他们的脑海中有问题，他们想要的地方和他们考虑的材料，并且没有大量增加教师花费的时间。最终的资格比往年平均高出1.2分。与同一学年的其他科目相比，化学科目不参加该科目的学生比例较低（22 %，而同一课程的其他科目为30-54 %）。获得批准的学生人数有所增加，这反映在留级生的人数上，第二年留级生的人数从42% %下降到29% %。

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引用次数: 0

Revisiting Nukiyama’s experiment to enhance understanding of boiling heat transfer 重访Nukiyama的实验，加深对沸腾传热的理解

IF 2.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-10-01 Epub Date: 2025-07-01 DOI: 10.1016/j.ece.2025.06.005

José Díaz , María Manuela Prieto , Francisco Javier Fernández , María Pilar Castro-García

Pool boiling is a fundamental phenomenon in heat transfer and a critical aspect in many industrial processes, particularly in applications involving high power-to-size ratios. Consequently, it is a core topic in engineering heat transfer courses. Among the foundational contributions to its understanding, Nukiyama’s classical experiment remains a landmark, yet its didactic potential is still underexploited. Effective instruction on boiling phenomena benefits from combining physical insight with theoretical explanation, supported by learning modalities suited to the content. Classroom demonstrations are particularly effective in engaging students and overcoming conceptual barriers, while classical experiments add a historical perspective to learning. In this context, a novel experimental setup has been developed to replicate Nukiyama’s experiment and has been implemented in undergraduate heat transfer courses to support theoretical instruction and introduce practical engineering correlations. The device enables high-speed, real-time visualization of all boiling regimes and critical points under standard classroom conditions. The demonstration has proven highly effective in improving student performance, engagement, and perceived learning—highlighting the value of dynamic observation in bridging theoretical concepts with physical phenomena. This approach offers a valuable contribution to heat transfer education, combining historical experimental context with active learning strategies and multisensory feedback.

池沸腾是传热中的一种基本现象，也是许多工业过程中的一个关键方面，特别是在涉及高功率尺寸比的应用中。因此，它是工程传热课程的核心课题。在对其理解的基础性贡献中，Nukiyama的经典实验仍然是一个里程碑，但其教学潜力仍未得到充分利用。对沸腾现象的有效指导得益于将物理洞察力与理论解释结合起来，并辅以适合内容的学习方式。课堂演示在吸引学生和克服概念障碍方面特别有效，而经典实验则为学习增添了历史视角。在这种背景下，一个新的实验装置已经被开发出来，以复制Nukiyama的实验，并已在本科传热课程中实施，以支持理论教学和引入实际的工程相关性。该设备能够在标准教室条件下实现所有沸腾状态和临界点的高速实时可视化。该演示已被证明在提高学生表现、参与和感知学习方面非常有效——强调了动态观察在连接理论概念和物理现象方面的价值。这种方法将历史实验背景与主动学习策略和多感官反馈相结合，为传热教育提供了宝贵的贡献。

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引用次数: 0

ChEngBoost: Vitaminised and gamified problem-based learning of chemical engineering bases in biotechnology ChEngBoost：生物技术化学工程基础的维他命化和游戏化问题学习

IF 2.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-10-01 Epub Date: 2025-07-25 DOI: 10.1016/j.ece.2025.07.006

J.D. Badia-Valiente, O. Gil-Castell

This study presents a gamification-driven project-based learning (PBL) approach to enhance formative learning in chemical engineering education for biotechnology students. The core methodology, ChEngBoost, consists of the incardination of five progressively challenging in-class problem-solving sessions on mass and energy balances under steady and non-steady conditions. Gamification principles such as exclusivity, opportunity, surprise, and competition were incorporated to boost intrinsic and extrinsic motivation. A pass/fail grading criterion for each submission, at limited times, was focused on efficacy and efficiency. A structured scoring system to vitaminize the challenges, awarded individual 5 % bonuses, up to a maximum 20 %, to be assigned to either exam or task marks, with no penalty for non-delivery or incorrect solutions. Grade inflation was controlled by capping improvements within 10 % of students’ individual marks. The actual grade increases were therefore modest, although, remarkably, engagement and motivation significantly improved, as over 90 % of students rated their experience at levels 4 or 5 on Likert-scale evaluations. Beyond academic engagement, the methodology contributed to foster key transversal skills such as problem-solving, teamwork, and decision-making under uncertainty. These findings support the potential of gamified PBL to enhance not only learning outcomes but also future professional performance. The positive reception and willingness to adopt this methodology in other subjects highlighted its potential for broader application in engineering education.

本研究提出一种游戏化驱动的专案学习（PBL）方法，以强化生物科技学生在化学工程教育中的形成性学习。核心方法是ChEngBoost，包括五个逐步具有挑战性的课堂问题解决课程，讨论稳定和非稳定条件下的质量和能量平衡。游戏化原则（游戏邦注：如独占性、机会、惊喜和竞争）被用于提升内在和外在动机。在有限的时间内，每次提交的合格/不合格评分标准集中在功效和效率上。一个结构化的评分系统，以维生素的挑战，奖励个人5 %的奖金，最高20% %，分配给考试或任务的分数，没有惩罚未交付或不正确的解决方案。分数膨胀被限制在学生个人分数的10% %以内。因此，实际成绩的提高是适度的，尽管引人注目的是，参与度和积极性显著提高，因为超过90% %的学生在李克特量表评估中将他们的经历评为4级或5级。除了学术参与之外，该方法还有助于培养关键的横向技能，如解决问题、团队合作和不确定性下的决策。这些发现支持游戏化PBL的潜力，不仅可以提高学习成果，还可以提高未来的专业表现。在其他学科中采用这种方法的积极接受和意愿突出了它在工程教育中更广泛应用的潜力。

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引用次数: 0

Active learning in environmental engineering: Combining interactive platforms and project-based approaches to boost engagement and academic performance 环境工程中的主动学习：结合互动平台和基于项目的方法来提高参与度和学习成绩

IF 2.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-10-01 Epub Date: 2025-09-19 DOI: 10.1016/j.ece.2025.09.002

Zahara M. de Pedro, Ariadna Alvarez-Montero, Jose A. Casas, Macarena Munoz

This work examines the application of active learning methodologies, including interactive platforms and project-based learning (PBL), in the subject “Bases de la Ingeniería Ambiental” (Fundamentals of Environmental Engineering, FEE) at the Universidad Autónoma de Madrid. Over five academic years (2019/20–2023/24), student response systems (SRSs) such as Kahoot! and Edpuzzle were implemented to foster participation and improve conceptual understanding through gamified quizzes and video-based problem-solving. Additionally, PBL was introduced to promote hands-on learning, teamwork, and critical thinking. The intervention involved approximately 130 students per academic year. Comparative analysis of academic performance showed an increase in average final grades from 4.81 (pre-intervention period) to 5.62 in the two most recent academic years, along with higher scores in continuous assessment activities. Student satisfaction indicators remained consistently high, with institutional surveys showing no negative deviations even during pandemic-related disruptions. Professors reported a positive perception of the methodology, highlighting improved student engagement without loss of control over class dynamics. These findings support the value of combining SRS tools and PBL as a robust framework to enhance motivation and academic achievement in environmental engineering education.

这项工作研究了马德里大学Autónoma环境工程基础课程中主动学习方法的应用，包括互动平台和基于项目的学习（PBL）。在五个学年（2019/20-2023/24）中，学生响应系统（srs），如Kahoot！和Edpuzzle的实施是为了通过游戏化的测验和基于视频的问题解决来促进参与和提高概念理解。此外，引入PBL以促进实践学习，团队合作和批判性思维。每学年约有130名学生参与干预。学业成绩对比分析显示，最近两个学年的平均期末成绩从4.81分（干预前）提高到5.62分，在持续的评估活动中得分也有所提高。学生满意度指标一直很高，机构调查显示，即使在与大流行有关的中断期间，也没有出现负面偏差。教授们报告了对这种方法的积极看法，强调在不失去对课堂动态控制的情况下，提高了学生的参与度。这些发现支持将SRS工具和PBL结合起来作为一个强大的框架来提高环境工程教育的动机和学术成就的价值。

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引用次数: 0

Enhancing experimental teaching of β-interferon synthesis through a virtual simulation platform: Application and effectiveness analysis 利用虚拟仿真平台加强β-干扰素合成实验教学：应用与效果分析

IF 2.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-10-01 Epub Date: 2025-07-25 DOI: 10.1016/j.ece.2025.07.007

Pengxiang Tang , Chuang Zhang , Yue Du, Yang Xu, Mingnan Wang, Huan Yu, Xiaomei Zhang, Jingli Gong, Huifeng Zhang, Xin Sun

With the continuous advancement of protein-based therapeutics and the expansion of the biopharmaceutical industry, there is an urgent need to enhance undergraduate training in protein synthesis experiments through more accessible, flexible, and engaging experimental approaches. However, traditional educational methods face significant challenges, and emerging virtual simulation technologies have seen limited and fragmented applications in drug synthesis education. In response to these challenges, we designed and implemented a virtual simulation teaching platform for β-interferon synthesis. The platform’s effectiveness was evaluated through standardized assessments and student surveys, comparing its outcomes with those of conventional teaching approaches. Statistical analysis of test scores and survey responses revealed that the virtual simulation platform offers significant advantages over traditional methods, leading to enhanced learning outcomes and higher student satisfaction. These results demonstrate the potential of virtual simulation platform as an innovative and scalable tool for improving experimental education in biopharmaceutical sciences.

随着基于蛋白质的治疗学的不断发展和生物制药产业的扩张，迫切需要通过更容易获得、更灵活、更有吸引力的实验方法来加强蛋白质合成实验的本科培训。然而，传统的教学方法面临着巨大的挑战，新兴的虚拟模拟技术在药物合成教育中的应用有限且分散。针对这些挑战，我们设计并实现了β-干扰素合成的虚拟仿真教学平台。通过标准化评估和学生调查来评估该平台的有效性，并将其结果与传统教学方法进行比较。对考试成绩和调查结果的统计分析表明，虚拟模拟平台比传统方法具有显著优势，可以提高学习效果和学生满意度。这些结果证明了虚拟仿真平台作为一种创新的、可扩展的工具来改善生物制药科学实验教育的潜力。

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引用次数: 0

Individualised process simulation examination: A novel online take-home approach within a flipped classroom 个性化过程模拟考试：翻转课堂中一种新颖的在线带回家方法

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-07-01 Epub Date: 2025-04-15 DOI: 10.1016/j.ece.2025.04.003

Rolf Bode-Staud , Lukas Rohwer , Luisa Malek , Armin Fricke , Stephan Scholl

The development and application of the software tool “Take-Home Exercise/Exam” (THEE) in the graduate class “Introduction to Computer Aided Process Engineering” (Intro CAPE) addresses gaps in process simulation pedagogical conveying and presents a novel approach to learning practices. These gaps exist in theoretical frameworks, in assessment strategies, and in methods for individualised student evaluation, particularly under digital and online constraints. The novel THEE tool introduces a secure and fully online assessment framework that enhances student engagement and supports independent learning through flipped classroom methodologies while ensuring academic integrity. Implemented in the Intro CAPE course, THEE facilitates individualised assignments, automated grading, and immediate feedback, establishing a new standard for pedagogical practices in process simulation amidst the growing trends of digitalisation and remote learning. The application of THEE in the Intro CAPE curriculum led to notable improvements in student performance and increased course registration rates relative to declining student enrolment in the department. Regular assessment allowed targeted adjustments of content to support students' long-term development. Student feedback highlights the benefits of a flipped classroom structure, which encouraged deeper engagement with the course material. THEE embedded into the new course structure enables examinations in an introductory course by providing the resources for exercise and exam tasks with different skill levels. Future enhancements will focus on improving instructional videos, and testing more complex process designs to allow for a gradual improvement of student capabilities and self-guided learning. The aim is to develop a long-term, flexible digital framework for exercises and exams, using THEE that integrates and builds on the increasing digitalisation and internationalisation in the process industries and in the education for chemical engineers.

在研究生课程“计算机辅助过程工程导论”（Intro CAPE）中开发和应用软件工具“家庭作业/考试”（THEE），解决了过程模拟教学传达中的空白，并提出了一种新的学习实践方法。这些差距存在于理论框架、评估策略和个性化学生评估方法中，特别是在数字和在线限制下。新颖的电子商务工具引入了一个安全的、完全在线的评估框架，通过翻转课堂方法提高学生的参与度，支持独立学习，同时确保学术诚信。在引入CAPE课程中，THEE促进了个性化作业、自动评分和即时反馈，在数字化和远程学习日益增长的趋势下，为过程模拟的教学实践建立了新的标准。电子商务在CAPE入门课程中的应用显著改善了学生的表现，提高了课程注册率，相对于该系学生入学率的下降。定期评估允许有针对性地调整内容，以支持学生的长期发展。学生的反馈强调了翻转课堂结构的好处，它鼓励学生更深入地参与到课程材料中。嵌入到新课程结构中的THEE通过为不同技能水平的练习和考试任务提供资源，使考试能够在入门课程中进行。未来的改进将侧重于改进教学视频，并测试更复杂的过程设计，以逐步提高学生的能力和自主学习。其目标是为练习和考试开发一个长期、灵活的数字框架，使用电子商务，整合并建立在过程工业和化学工程师教育中日益增长的数字化和国际化基础上。

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引用次数: 0