Flipped learning and threshold concepts in the Turbomachinery section of Fluid Engineering course

Abstract

This paper outlines a practical intervention aiming to collect the effects of introducing flexible learning in engineering higher education. The work dis- cusses the implementation of the flipped classroom method and the threshold concepts in the Turbomachinery section of Fluid Engineering course in the third year of Mechanical Engineering (Bachelor's degree) at the Universitat Politècnica de Catalunya. Fluid Engineering is traditionally one of the hardest courses involving a complex interaction between understanding concepts and using those concepts in the solution of cases, which also require the devel- opment of a set of skills. This case study is centred on two student cohorts, and the research spans over two consecutive Fall semesters. The study is based on sound pedagogy of educational technologies, in practice, frequent student-to-instructor interaction, academic results, and statistical and survey analyses. A principal conclusion is that overall class performance is much higher than that of the previous courses. The results indicate that learners gained under- standing from semester to semester and no statistical significance was ob- served between group and exam format. Students were satisfied with the level of suitability and the degree of compliance of the new implementation and found it constructive in their learning process, an important educational benefit. This positive experience, in terms of benefit-cost and outcomes, en- courages the intervention without sacrificing any curriculum syllabus, but taking advantage and bringing the benefits of interactivity distance learning technologies and traditional face-to-face lectures. This scholarly research aims to contribute to this area, by abandoning traditional lecturing in favour of active learning