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Introducing the self-study component has provided benefits in the student gaining knowledge as well as learning capability. Through current initiatives of novel technical know-how sources and further, advancing time of teaching strategies, revitalizing status of learning and instructing approaches are in advancement, for learners as well as teachers. To upgrade learning outcomes in self-study, especially during engineering, learning with just hands-on by guidance may not be adequate. Inspiration derives from evaluating the students learning. This paper associates accomplishment of program outcomes (POs) and Course Outcomes (COs) for core chemical engineering course with and without incorporating self-study component. At last, it is discovered that more level of result is accomplished through the usage of self-study. The primary discoveries from self-study indicated good progress concerning knowledge, sorting out, the time allotted in the laboratory, innovative reasoning/thinking and student perception. This paper portrays and analyzes systems and usage of conventional (interpretive) with open-ended experiments for two subjects, including chemical reaction engineering and process control engineering subjects. The courses are communicated to the students by several instruction practices, namely classroom teaching, laboratory experimentations, seminar sessions and project assignments. Every topic is planned with particular COs, and every individual CO is mapped to the respective PO. The accomplishment of COs is measured by evaluating students. Their performance is measured/calculated and studied using Microsoft Excel. In this way, it is found that there is better attainment obtained by implementing the self-study component. The level of accomplishment can be varied depending on the difficulty level of the course and proficiency of the student. It is seen that the learner's performance is improved by incorporating the self-study component.


Learning Outcomes, Instruction, Virtual Lab, Self-Study.
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