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As the demand for online learning keeps growing in higher education, developing teaching pedagogies that are effective in online education is of importance. Teaching courses remotely involves challenges such as difficulties in retaining student attention and promoting collaborative in-class activities. These can adversely affect students' motivation for learning, comprehension of new concepts, and application of knowledge in realistic problems. In this study, the efficacy of flipped classroom pedagogy in online classes is investigated, with a focus on student engagement and learning outcomes. An undergraduate fluid mechanics course was reconstructed as an online flipped classroom; the student performance was compared to that of the previous in-person, nonflipped sections taught by the same instructor. The paper discusses three main design aspects in implementing an online flipped classroom: 1) syncing the material delivery paces with assignment deadlines, 2) multi-stage assignments on the same topic at incremental difficulty levels, and 3) web-friendly and well-defined deliverables for group problem-solving activities. In both sections offered as the flipped online classroom format in Fall 2021, remarkably high student participation was observed, with an average of 1.1 students absent out of 88 students throughout the semester. Furthermore, compared to the two previous in-person, non-flipped sections offered in Spring 2018 and Spring 2019, the online flipped classroom students earned a 3.5% higher average score on the same final exams. Overall, improvement in both student engagement and learning outcomes has been observed for the online flipped Fluid Mechanics course. Finally, the paper discusses the advantages, implementation strategies, and limitations. [ABSTRACT FROM AUTHOR]

In this Work in progress (WIP) study, we discuss the impact of the comprehensive shift in the modes of instruction since the onset of Covid-19. The need for variant modes required the instructors to be creative and flexible in their teaching methods. The designers of the engineering courses had to be creative to retain student attention and add flexibility based on changing needs. This research study was a timely need as it identifies the impact of various modes of instruction, i.e., emergency remote instruction (ERI), online instruction, and HyFlex (Hybrid+flexible) through a technical design course. The evaluation of varying methods of instruction and their impact on learning and student performance is a timely necessity. This study statistically analyzes the implication of the changes in instruction modalities, which happened to make imparting education a possibility. In this paper, we have studied the relationship between student performances and the modes of instruction. For this purpose, data has been collected throughout different semesters from 236 students in an AutoCAD design course. For this year-long study, we have used regression analysis to understand the impact of the different modes of instruction on students' performances. We also conducted ANOVA to compare the mean difference in students' performance during different modalities. The results indicate that students in emergency remote instruction (ERI) outperform students in online instruction and HyFlex (Hybrid+flexible) modality. [ABSTRACT FROM AUTHOR]