Abstract
The Concept of flipped class room technique has been recently introduced in Higher Education. Recent studies indicate that student attendance at lectures drastically reduced both at nationally and internationally, has prompted researchers to introduce new methods in course delivery and classroom engagement. It makes students to gain necessary knowledge before class and allows instructors to guide the students to participate in discussion during the lecture hours. Also, the students share their knowledge during the class. It is observed that most of the Engineering programs have lagged in integrating the blended learning approach into curricula. The present case study is an attempt to prepare students before entering the class and provide deeper thinking in the subject of study. The instructor provided material for the selected subject (fluid mechanics) for eight selected topics before starting of the class and had interaction with the students during the delivery. From the case study carried out, it is found that students actively participated in the flipped teaching approach and also observed that the efficiency of the students improved during the course of delivery.
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