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Flipped Classroom as Blended Learning in a Fluid Mechanics Course in Engineering Technology

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

MET Papers 2

Tagged Division

Engineering Technology

Page Count

15

DOI

10.18260/1-2--28367

Permanent URL

https://strategy.asee.org/28367

Download Count

369

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Paper Authors

biography

Orlando M, Ayala Old Dominion University

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Dr. Ayala received his BS in Mechanical Engineering with honors (Cum Laude) from Universidad de Oriente (Venezuela) in 1995, MS in Mechanical Engineering in 2001 and PhD in Mechanical Engineering in 2005, both from University of Delaware (USA). Dr. Ayala is currently serving as Assistant Professor of Mechanical Engineering Technology Department, Frank Batten College of Engineering and Technology, Old Dominion University, Norfolk, VA.

Prior to joining ODU in 2013, Dr. Ayala spent three years as a Postdoctoral Researcher at University of Delaware where he expanded his knowledge on simulation of multiphase flows while acquiring skills in high performance parallel computing and scientific computation. Before that, Dr. Ayala hold a faculty position at Universidad de Oriente at Mechanical Engineering Department where he taught and developed graduate and undergraduate courses for a number of subjects such as Fluid Mechanics, Heat Transfer, Thermodynamics, Multiphase Flows, Fluid Mechanics and Hydraulic Machinery, as well as Mechanical Engineering Laboratory courses.

In addition, Dr. Ayala has had the opportunity to work for a number of engineering consulting companies, which have given him an important perspective and exposure to industry. He has been directly involved in at least 20 different engineering projects related to a wide range of industries from petroleum and natural gas industry to brewing and newspaper industries. Dr. Ayala has provided service to professional organizations such as ASME. Since 2008 he has been a member of the Committee of Spanish Translation of ASME Codes and the ASME Subcommittee on Piping and Pipelines in Spanish. Under both memberships the following Codes have been translated: ASME B31.3, ASME B31.8S, ASME B31Q and ASME BPV Sections I.

While maintaining his industrial work active, his research activities have also been very active; Dr. Ayala has published 90 journal and peer-reviewed conference papers. His work has been presented in several international forums in Austria, USA, Venezuela, Japan, France, Mexico, and Argentina. Dr. Ayala has an average citation per year of all his published work of 33.25.

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biography

Otilia Popescu Old Dominion University

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Dr. Otilia Popescu received the Engineering Diploma and M.S. degree from the Polytechnic Institute of Bucharest, Romania, and the PhD degree from Rutgers University, all in Electrical and Computer Engineering. Her research interests are in the general areas of communication systems, control theory, and signal processing. She is currently an Assistant Professor in the Department of Engineering Technology, Old Dominion University in Norfolk, Virginia. In the past she has worked for the University of Texas at Dallas, University of Texas at San Antonio, Rutgers University, and Politehnica University of Bucharest. She is a senior member of the IEEE, serves as associate editor for IEEE Communication Letters, and has served in the technical program committee for the IEEE ICC, WCNC, RWW, VTC, GLOBECOM, and CAMAD conferences.

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Vukica M. Jovanovic Old Dominion University Orcid 16x16 orcid.org/0000-0002-8626-903X

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Dr. Vukica Jovanovic is an Assistant Professor of Engineering Technology in Mechanical Engineering Technology Program. She holds a Ph.D. from Purdue University in Mechanical Engineering Technology, focus on Digital Manufacturing. Her research is focused on mechatronics, digital manufacturing, digital thread, cyber physical systems, broadening participation, and engineering education. She is a Co-Director of Mechatronics and Digital Manufacturing Lab at ODU and a lead of Area of Specialization Mechatronics Systems Design. She worked as a Visiting Researcher at Commonwealth Center for Advanced Manufacturing in Disputanta, VA on projects focusing on digital thread and cyber security of manufacturing systems. She has funded research in broadening participation efforts of underrepresented students in STEM funded by Office of Naval Research, focusing on mechatronic pathways. She is part of the ONR project related to the additive manufacturing training of active military. She is also part of the research team that leads the summer camp to nine graders that focus on broadening participation of underrepresented students into STEM (ODU BLAST).

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Abstract

Flipped classroom has gained attention in recent years as a teaching method in which the time allocated for introducing new concepts and the time used for practicing them are inverted, in order to provide more time for problem based learning and class interaction under direct supervision of the instructor. The implementation of this teaching method is comprised of two main components, the pre-class activities, which consist of individual student work and are largely based on pre-recorded videos, and in-class activities, which are group activities supervised by the instructor. This paper discusses the implementation of the flipped classroom method in a Fluid Mechanics course in an Engineering Technology program at a midsize university. The study presented was conducted over four consecutive semesters, the data representing four different groups of students. In the study presented, an important percentage of the students took the course in an online setting, either synchronous or asynchronous mode, which created an atypical situation compared to other implementations of flipped classroom method presented in the literature. It was found that the length or the format of the pre-recorded videos were not critical factors in determining the students to review them before the class. The unconventional setting of the class, including both in class and online students, required originality in handling the in-class activities. The best approach was to delegate students to lead the group discussions associated with solving the problems, while the instructor acted as an observer when the discussions were constructive and as a guide when the solution was getting out of rail or when the students were struggling. A survey was distributed to the students at the end of the course as a post-class activity, concluding the implementation considered in the study. The results of the survey showed that the students were satisfied with the teaching method and found it important in their learning process.

Ayala, O. M., & Popescu, O., & Jovanovic, V. M. (2017, June), Flipped Classroom as Blended Learning in a Fluid Mechanics Course in Engineering Technology Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28367

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015