Effectiveness of Hybrid and Flipped Course Structure on Improving Undergraduate Student Experience: A Case Study on Introduction to Thermodynamics

Abstract

In the current work, a hybrid and flipped (hybrid+flipped) course structure integrating open-access pre-recorded videos and in-person class sessions was piloted with the objective of improving student experiences in a core undergraduate thermodynamics class in mechanical engineering. To minimize the barrier to instructor adoption, the course structure leveraged open-access videos on the fundamentals of thermodynamics for the flipped portion of the class. The hybrid+flipped format allowed increased use of engaged-learning tools during classroom sessions; methods known to improve learning outcomes (e.g., in-class demonstrations, “think-pair-share” activities, and content and activities leveraging open-access thermodynamics property data). Survey data from over 200 student participants from 2022 to 2023 document the student concerns at the start and exit of participation in the hybrid+flipped course sections. While the academic outcomes were unchanged compared with standard course delivery, student perceptions were dramatically affected. The survey data show significant positive shift in student concerns regarding online learning (44.2% were negative at the start of the course to 28.2% at the end of the class), and a large fraction of the students (45.6%) felt the hybrid+flipped format improved their learning outcomes. While the case study provides a valuable detailed example of how to successfully implement a hybrid+flipped class structure using open-access tools, the results also show such efforts must correspondingly maintain high standards for organization and supplement the digital materials with community building and student and instructor engagement.