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.