Fluid Mechanics courses comprise both theoretical and laboratory modules. In developing nations, computer-assisted techniques are not commonly applied in Fluid Mechanics instruction. Forced by the COVID-19 pandemic, South American universities are, however, using them for online teaching. This contribution presents an 8-semester (2016–2019) educational intervention over an undergraduate Fluid Mechanics course. It mainly blends physical (hands-on) and virtual experiments (computer fluid dynamics-based simulations) for the laboratory module, which are complemented by flipped classroom-based prompts for the theoretical module. The intervention follows design-based research as a research method and is guided via conjecture mapping and fidelity of implementation standards. Our results suggest that the intervention improves fluid mechanics laboratory instruction, although improvements depend upon the participation of other educational actors such as teaching assistants and laboratory technicians to some extent. Laboratory report grades (the assessment instrument) follow the Gompertz probability distribution. Following UNESCO standards, a portion of the intervention output is shared as open educational resources. This contribution encourages upscaling the educational intervention through the formation of cooperative clusters to build common-pool Fluid Mechanics resources. Learning scientists have underlined the need to better understand laboratory instruction processes. They have been addressed in very few instances in developing countries. We believe that this study has the potential to provide valuable insights on the matter.