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(Ed.)
The 2020 coronavirus pandemic necessitated the transition of courses across the United States
from in-person to a virtual format. Effective delivery of traditional, lecture-based courses in an
online setting can be difficult and determining how to best implement hands-on pedagogies in a
virtual format is even more challenging. Interactive pedagogies such as hands-on learning tools,
however, have proven to significantly enhance student conceptual understanding and motivation;
therefore, it is worthwhile to adapt these activities for virtual instruction. Our team previously
developed a number of hands-on learning tools called Low-Cost Desktop Learning Modules
(LCDLMs) that demonstrate fluid mechanics and heat transfer concepts—traditionally utilized
by student groups in a classroom setting, where they perform qualitative and quantitative
experiments and interactively discuss conceptual items. In this paper we examined the transition
of the LCDLM hands-on pedagogy to an entirely virtual format, focusing on a subset of results
with greater detail to be shown at the ASEE conference as we analyze additional data. To aid the
virtual implementations, we created a number of engaging videos under two major categories:
(1) demonstrations of each LCDLM showing live data collection activities and (2) short,
animated, narrated videos focused on specific concepts related to learning objectives. In this
paper we present preliminary results from pre- and post- implementation conceptual assessments
for the hydraulic loss module and motivational surveys completed for virtual implementations of
LCDLMs and compare them with a subset of results collected during hands-on implementations
in previous years. Significant differences in conceptual understanding or motivation between
hands-on and virtual implementations are discussed. This paper provides useful, data-driven
guidance for those seeking to switch hands-on pedagogies to a virtual format
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