Flipped Online Learning with Synchronous Meetings in an Engineering Thermodynamics Course

Abstract

Thermodynamics class was taught fully online-flipped with regular synchronous online meetings. Students view pre-recorded lectures with embedded problems that they solve before each class meeting. The embedded problems were similar to problems solved in the prerecorded lecture. The online synchronous meetings were devoted to addressing muddy points and follow-up questions. This format allowed the instructor to reinforce important concepts. Student learning was evaluated by class performance on exam problems used in previous face-to-face semesters. Data showed that student learning was comparable to previous semesters. Student evaluations of the flipped online course were higher than previous online semesters but still below previous face-to-face semesters.