What Do We Gain by a Blended Classroom? A Comparative Study of Student Performance and Perceptions in a Fluid Mechanics Course

We conducted a study of student performance in and perceptions of a blended classroom delivery of a 3rd-year-level fluidmechanics course. In the blended classroom pedagogy, students watch short on-line videos before class, participate in interactive in-class problem solving (in pairs), and complete individualized on-line quizzes weekly. The hypothesis is that when the cognitive loadattendant on fluid mechanics problems is significant, an interactive learning environment yields greater learning outcomes than thetraditional modeling-and-mimicry approach. We analyze this claim in the context of the complexity, ill-structuredness, andcognitive load inherent in navigating fluid mechanics problems. Comparisons are made among traditional and blended classroomdeliveries by the same experienced instructor via student surveys and direct assessment of student performance. The results revealdramatic improvement in student engagement, perceptions, and achievement in the blended classroom pedagogy. Significantdifferences are found in final course total and the withdrawal/fail/passing (WFD) rate. Further, a regression model explains astrong amount of variation in final course total and the coefficients suggest that the blended classroom pedagogy addsapproximately 4–5 points on a 100-point scale. Student surveys reveal significantly greater enthusiasm, stimulation, self-perceptionof how-much-learned, perception of the value of the course activities, and the overall effectiveness of the course and instructor inthe blended classroom. The combined use of the lecture videos, the interactive exercises in-class, and online quizzes provided anopportunity for students to manage their cognitive load while learning the subject of fluid mechanics.