Cotter, J. M., & Guldiken, R. (2021, July), Remote Versus In-Class Active Learning Exercises for an Undergraduate Course in Fluid Mechanics  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37661

\bibitem{asee_peer_37661}
  Cotter, J. M., \& Guldiken, R. (2021, July), \emph{Remote Versus In-Class Active Learning Exercises for an Undergraduate Course in Fluid Mechanics}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--37661

John Michael Cotter and Rasim Guldiken.  "Remote Versus In-Class Active Learning Exercises for an Undergraduate Course in Fluid Mechanics".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/37661 Internet.  18 Apr, 2024

\bibitem{asee_peer_37661}
  John Michael Cotter and Rasim Guldiken.
  "Remote Versus In-Class Active Learning Exercises for an Undergraduate Course in Fluid Mechanics".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/37661 Internet.  18 Apr, 2024

@INPROCEEDINGS{asee_peer_37661
author = "John Michael Cotter and Rasim Guldiken"
title = "Remote Versus In-Class Active Learning Exercises for an Undergraduate Course in Fluid Mechanics"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/37661}
number = {10.18260/1-2--37661}
}

TY  - CPAPER
AB  - Fluid Mechanics is a fundamental core course in mechanical engineering curricula that covers the motion of fluids (liquids and gases), internal flows (flows in pipes/ducts), external flows (flow around vehicles and aircraft, river flow, etc.), and flow vector fields which require higher-order math skills to master. We have taught the undergraduate fluid mechanics course in hybrid modality with active in-class learning before the COVID-19 pandemic. Once the COVID-19 pandemic required the instruction to move to the remote format in the middle of the Spring2020 semester, we have started a new open Courseware website and a new YouTube channel and hosted 200+ lecture videos totaling 45 hours of undergraduate fluid mechanics class and prerequisite differential equations content and continued the active learning exercises via synchronous remote sessions. This paper discusses how the transition was accomplished and how the synchronous remote sessions were handled for continued active learning exercises for 100+ students enrolled in the class in spring 2020 and beyond. We also distributed a survey on students and inquired about how the student perception and learning effectiveness of active remote learning exercises vs. active in-class exercises. The students overall appreciated the availability of lecture videos and preferred to watch the lecture videos directly from YouTube as opposed to the Learning Management system. The majority of students found the effort to be more for remote instruction, as they found more responsibility has been placed on them. As a result, around 80% of students either preferred in-class active learning or were not sure for the Spring2020 semester. The percentage of students preferring online instruction increased for the Summer 2020 and Fall2020 semesters. As an example, just slightly over 50 percent of the students preferred in-class instruction as of the Fall2020 semester.
AU  - John Michael Cotter
AU  - Rasim Guldiken
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Remote Versus In-Class Active Learning Exercises for an Undergraduate Course in Fluid Mechanics
UR  - https://peer.asee.org/37661
DO  - 10.18260/1-2--37661
ER  -