Successfully flipping a fluid mechanics course using video tutorials and active learning strategies: Implementation and assessment

Abstract

This paper investigates the use of a flipped classroom pedagogy to lower the repeat rate in a bottleneck upper division mechanical engineering course. over two quarters (Winter 2017 and Spring 2017), two sections of the fluid mechanics course were taught back-to-back by the same instructor at California State Polytechnic University, Pomona; one section was flipped (n = 63), and the other was taught in a traditional lecture style (n = 64). Both sections met twice-a-week for 75 minutes. In the flipped classroom, the course material was divided into weekly modules with each module focusing on a different topic. Students completed the following activities for each module: (a) Prior to the first in-class meeting, students were required to watch a series of videos totaling approximately 15-60 minutes; (b) At the first in-class meeting, students were given a concept quiz to ensure they watched the videos, and the remaining class time was dedicated to reviewing the solutions to the quiz, reviewing the concepts in the videos, and solving example problems; (c) After the first in-class meeting, students were provided with an optional zero-credit practice quiz to prepare them for a second, more challenging quiz at the beginning of the second in-class meeting; (d) After taking the challenging quiz and reviewing the solutions during the second meeting, the remaining class time was dedicated to an active learning exercise called a "Team Battle" in which students competed in teams to complete problems as quickly as possible. Students in the traditional lecture classroom also had access to the videos, but were not required to watch them; class time consisted of students hearing lectures on new material and discussing example problems. Both sections were assigned readings and homework problems through the McGraw-Hill Connect platform as a prior study [1] demonstrated its potential benefit in boosting student performance in the course. The impact of the flipped classroom pedagogy on students' academic performance and attitudes was assessed by comparing the flipped and traditional lecture sections' performance on similar quizzes and exams, Connect assignments, concept inventories, psycho-social scales, and focus groups. Students in the flipped class had a much lower repeat rate (D and F combined = 11.1%) than the control group (34.4%). Though individual assignments and exams tended to not reflect statistically significant differences, overall course scores were significant even when controlling for major, GPA in major, and overall GPA. Significant differences in positive changes in psychosocial variables between the traditional lecture and flipped groups highlighted possible explanations for differences in overall course performance, as the flipped group reported greater confidence, feeling more supported and successful, and rated the course more positively.