Evolution of Project-Based Learning in for Online Modalities in Flipped Undergraduate Mechanical Engineering Courses: Heat Transfer

Inverted classrooms support learner-centered approaches to improve conceptualization, comprehension, and problem solving skills by delivering content outside the classroom and actively engaging students inside the classroom.In previous work, we reported on the inversion of a core course in the undergraduate mechanical engineering curriculum, Heat Transfer, where in-person team-based case studies were utilized to motivate learning and apply learned knowledge to real world problems.With the sudden shift to online instruction during the pandemic, it became difficult to motivate and engage students through these same case studies and for teams to work together effectively.This report describes how we evolved project based learning in the course for online modalities in order to engage remote learners and, in doing so, improve the student learning outcomes and perceptions of the course.Comparisons of student performance before and after, as well as their observations and perspectives, show the positive trajectory of the evolution.