Impact of Online Preparation Modules on Students Engagement and Interactions in Face-to-Face Fluid Mechanics Laboratories

The transformation of laboratory activities to better embed the development essential personal attributes and attainment specific learning outcomes in engineering curriculum has been supported by integration online preparation modules. Beyond widely demonstrated effectiveness multimedia pre-laboratory strengthening students’ engagement preparedness for execution experimental tasks, this study also focuses on effect these modules student-student student-instructor interactions face-to-face fluid mechanics laboratories. Survey data show that students with a mid-level academic performance were more likely adopt new resources but most perceived them as valuable complement to, or replacement for, traditional instruction sheet. While self-assurance conducting tasks appreciation instructor’s support appear unaffected completion modules, observations suggest can strengthen autonomy within their group during conduct activities. Indeed, introduction appears facilitate transition role from directing guiding peer-learning.