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WEBSTER DAVID M. MAJERICHAND  \nAMANDA G. MADDEN Georgia Institute of Technology Atlanta, GA  \nABSTRACT  \nA flipped classroom approach was implemented in an undergraduate fluid mechanics course. Students watched short, online video lectures before class, participated in active in-class problem solving sessions (in pairs), and completed individualized online quizzes weekly. In-class activities were designed to develop problem-solving skills and teach subject content. The instructor and assistants provided critical “just-in-time tutoring” during the in-class problem solving sessions. Comparisons were made with a simultaneous section offered in a traditional mode by a different instructor. Students in the flipped-classroom section demonstrated greater gains on the Fluid Mechanics Concept Inventory (pre-test versus post-test) . Multivariate regression analysis revealed that students in the flipped-classroom section had a significant relative gain on the Fluid Mechanics Achievement Score, which was an aggregative measure of problem solving ability and conceptual understanding. Student feedback on the flipped-classroom section was very positive both in terms of the course format and their perceptions of the amount learned in the course.  \nKey words: Flipped Classroom, Fluid Mechanics, Concept Inventory  \nINTRODUCTION  \nFluid mechanics is a cornerstone subject of undergraduate engineering education. Understanding the motion of fluids, including gasses, liquids, and non-Newtonian materials is integral to applications in many, if not most, engineering systems. This includes grasping the concepts of internal flows, such as flows in pipes and ducts, and external flows around moving and fixed objects such as vehicles  \nADVANCES IN ENGINEERING EDUCATION  \nFlippin’ Fluid Mechanics-Comparison Using Two Groups  \nand structures. The subject is also important to understanding natural flows such as river and ocean currents and atmospheric winds. In short, the applications of fluid mechanics are both important and ubiquitous.  \nDespite fluid mechanics centrality to engineering applications and resulting fundamental importance to engineering curricula, many students find the subject difficult and, as a result, show low levels of engagement and performance (Albers & Bottomley, 2011) . Much of the subject material requires a high level of abstraction to effectively conceptualize flow configurations. Flow configurations can be particularly challenging to grasp as they are often three-dimensional and may also include variation in time. Furthermore, understanding these applications and performing the requisite problem solving requires successful application of vector and multivariate calculus, differential equations, and other types of advanced mathematics. Faced with these complexities, it is not uncommon for a student, being exposed to fluid mechanics for the first time, to be prone to discouragement and become disengaged (Bondehagen, 2011) . Keeping students engaged and interested is a challenge for every instructor and is particularly important in classes wherein conceptually-difficult material is being introduced (Smith et al. , 2005) .  \nRESEARCH QUESTION: How do you keep students engaged in challenging classes while at the same time increasing conceptual understanding?  \nActive Learning is well supported in the literature of engineering pedagogy as a superior instructional method (Terenzini et al. , 2001) . To foster active learning and improve student performance and engagement, one of this study’s co-authors flipped the classroom. In a flipped or blended classroom, students view course material outside the classroom and use class time to practice and apply concepts (Margulieux et al., 2014; The Chronicle of Higher Education, 2015) . Outside ","cbCaijpZ5SR3Vwlm","https://ap.wps.com/l/cbCaijpZ5SR3Vwlm","pdf",1146503,"English","# Abstract\n# Introduction\n# Advances in Engineering Education\n## Research Question\n## Active Learning and Flipped Classroom","[{\"question\":\"How was the flipped classroom structured in the fluid mechanics course?\",\"answer\":\"Students watched short online video lectures before class, completed weekly individualized online quizzes, and participated in pair-based in-class problem solving. Instructors and assistants provided “just-in-time tutoring” during those sessions.\"},{\"question\":\"What comparison was used to evaluate the flipped approach?\",\"answer\":\"The study compared the flipped-classroom section with a simultaneous section taught in a traditional mode by a different instructor.\"},{\"question\":\"What outcomes indicated the flipped classroom was more effective?\",\"answer\":\"Students in the flipped section demonstrated greater gains on the Fluid Mechanics Concept Inventory and showed a significant relative gain on the Fluid Mechanics Achievement Score. Student feedback was also very positive about the course format and perceived learning.\"}]","Flippin’ Fluid Mechanics - Comparison Using Two Groups | PDF",1792065755]