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In recent years, there has been a growing interest in flipped delivery of undergraduate courses. There has also been an interest in blending online learning with traditional, in-class learning. In this paper, the efficacy of a blended online course is assessed based on the second-year mechanical engineering course “Computing Tools for Engineering Design” for the Fall 2016 semester. This is an extension of a Fall 2015 study in the same course where traditional lectures were used. This study examines how the online modules are used by the students, as well as students’ opinions on the video effectiveness. The results of the study painted a picture of a typical flipped delivery student: one who streams the content on a personal device/computer before the in-class session, and tends to stop/rewind the content rather than playing it continuously. Student impressions of the mode of delivery were generally positive, indicating that a combination of online lectures and in-class practice sessions support learning.

Assessing the Efficacy of Online Lecture Modules in a Core Mechanical Engineering Undergraduate Course