Platform for Structured Self‐Directed Learning in Fluid Mechanics

This paper discusses the development of a structured learning platform for the courses Fluid Mechanics I (FM1) and II (FM2) in the Biochemical and Chemical Engineering (BCI) programs at TU Dortmund University. The study specifically examines the pedagogical perspectives, embedding the platform within the framework of Constructive Alignment (CA), incorporating results from the Hattie study, and discussing the dimensions of quality teaching of effectiveness, efficiency, and appeal. Regarding effectiveness, the analysis of accumulated exam results over a 10‐year period, covering a total of 1512 students, reveals a significant reduction in failure rates. In chemical engineering, the failure rate decreased from 46.2% before the introduction of the learning platform to 30.2% afterward. Similarly, in biochemical engineering, the failure rate dropped from 52.6% to 31.2%. In addition, the average exam grades of the successful students also improved. For efficiency, the benefits extend beyond the initial effort of setting up the platform. The reduced number of failed exams results in fewer exams to be graded and a lower demand for consultation hours, thus decreasing the workload of the instructors. Similarly, students benefit as they, on average, require less preparation time for exams due to less failed exams. Finally, based on students' evaluations of exam‐preparation materials and feedback collected through course evaluation forms, the appeal of the learning platform is rated positively by the vast majority of students, as only 1% rated it not as good or better than good.