Ripoll Morales, VanessaGodino Ojer, MarinaCalzada Funes, Javier2021-10-282021-10-2820211749-7728http://hdl.handle.net/10641/2540With the global outbreak of COVID-19 in March 2020, there was an immediate shutdown of face-to-face classes and a sudden shift to on-line learning. Confinement required finding innovative approaches to teaching and student assessment. This paper aims to share the experience of adapting the course in Biochemical Engineering, part of the Biotechnology program at Francisco de Vitoria University (Madrid, Spain), to remote learning. A sequence of collaborative learning activities, with active student participation, was designed to replace the traditional mid-term exam. Activities were carefully implemented, considering the range of learning styles. Engineering skills, transversal competences and higher-order thinking skills were fostered through these activities. The analysis of the teaching/learning experience was based on teacher observations, academic performance and student surveys. All indicators showed that the adopted methodology had a positive impact of student performance. Student participation, especially among those repeating the course, also improved. Furthermore, students gained a more accurate and positive perception of the link between Chemical Engineering and Biotechnology, which may have a favourable impact on the teaching of Bioreactors in the coming academic year.engAtribución-NoComercial-SinDerivadas 3.0 Españahttp://creativecommons.org/licenses/by-nc-nd/3.0/es/Biochemical engineeringCOVID-19Emergency remote teachingHigher-order thinking skillsCollaborative learningDiversity outreachjournal articleopen access10.1016/j.ece.2020.11.001