While process simulation tools offer immense potential in chemical engineering, effectively integrating them into the educational curriculum poses challenges. This work explored and practiced online–offline blended teaching in process simulation courses. The design of this blended course was based on a comparison of students’ performances in fully online courses, Massive Open Online Courses (MOOCs) and Small Private Online Course (SPOCs). Approximately 2000 students from academic institutions or industries have participated in these online courses since 2021. The comparison between MOOCs and SPOCs encompassed participation rates and scores, revealing a preference among participants for hands-on software lectures over theoretical ones in the process simulation course. Based on the outcomes of online learning, we redesigned the online–offline blended course to optimize course arrangements, leveraging the complementary advantages of both online and offline instruction. This blended approach manifested in two key aspects: first, the online segment served as a precursor to the offline component, with the offline component acting as an evaluative measure of the online segment; second, the two-unit project-based online learning led to the redesigned five-unit offline instruction, which served as both a supplement and expansion to the two-unit online teaching. Furthermore, offline activities, such as error-correction exercises and case studies conducted through group learning, enhanced students’ ability for open-ended and independent thinking and reinforced their understanding of innovation on process simulation, which was lacking in online learning.

中文翻译：

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过程仿真课程线上线下混合式教学的探索与实践

虽然过程模拟工具在化学工程领域具有巨大的潜力，但将其有效地整合到教育课程中却带来了挑战。本论文对过程模拟课程线上线下混合式教学进行了探索和实践。该混合课程的设计基于学生在完全在线课程、大规模开放在线课程（MOOC）和小型私人在线课程（SPOC）中的表现比较。自 2021 年以来，约有 2000 名来自学术机构或行业的学生参加了这些在线课程。MOOC 和 SPOC 之间的比较包括参与率和分数，揭示了参与者在过程模拟课程中更喜欢实践软件讲座而不是理论讲座。根据在线学习的成果，我们重新设计了线上线下混合式课程，优化课程安排，发挥线上线下教学的优势互补。这种混合方式主要体现在两个方面：一是线上作为线下的先行者，线下作为线上的评价指标。其次，以两单元项目式在线学习为基础，重新设计了五单元线下教学，作为两单元在线教学的补充和拓展。此外，通过小组学习的方式进行纠错练习、案例研究等线下活动，增强了学生的开放性和独立思考能力，加深了他们对过程模拟创新的理解，这是在线学习所缺乏的。