Abstract
About 60 second year chemical engineering students were presented with segmented PowerPoint files (with TTS voice and extra animation to simulate lecturing) also saved as MPEG-4 videos in the presence of two tutors during all timetabled lectures of a course instead of lecturer face-to-face. Each segment was followed by questions comprehensively covering content, tutorial questions if applicable, and a question about the next lecture. A learning outcome poorly reached in the first test was identified and linked to the segment where content could be improved, exemplifying a feedback loop of potential use. Module passes and distinctions were compared to those of the past. Perceptions of students were quantified from standard teaching evaluation question statements, as well as an optional open-ended question. To further analyse student perceptions and suggestions qualitatively, three individual student interviews were conducted, resulting in a better impression on how to improve the online setup for future use.