This study reports the implementation and evaluation of an active learning strategy in an undergraduate Chemical Engineering course. The course was redesigned using a flipped classroom model, incorporating active-cooperative learning method. The weekly structure included three main components: (1) asynchronous video lectures to introduce core concepts, (2) in-class group work utilizing structured worksheets and small cooperative teams, and (3) hands-on simulations. The course Transport Phenomena served as the case study. Traditionally perceived as a mathematically challenging and abstract subject, Transport Phenomena often struggles to engage students effectively. To address this issue, the approach combined inverted classrooms, experiential learning, and the use of ANSYS Fluent in a computer lab setting. Student feedback was overwhelmingly positive: 90% of students rated the new methodology as adequate or highly effective, 93.3% preferred the guided study format over traditional lectures, and 73.3% found both the feedback process and the use of the computational fluid dynamics (CFD) tool beneficial for their learning. Additionally, academic outcomes improved, with the average final grade rising from 5.4 to 6.2, and there was a significant reduction in failure and remediation rates, even amid rigorous summative assessments. These results suggest that integrating flipped learning with active-cooperative and hands-on activities can enhance student engagement and support deeper learning in challenging engineering subjects.
Vianna et al. (2025) studied this question.