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It is not enough to flip your classroom. A case study in the course of Pavements in Civil Engineering
No basta con invertir tu aula. Un caso de estudio en el curso de Pavimentos de Ingeniería Civil
DOI:
https://doi.org/10.15446/ing.investig.v39n3.81426Keywords:
Pavements course, university teaching, Flipped classroom model, Civil engineering. (en)Curso de Pavimentos, educación universitaria, Modelo de clase invertida, Ingeniería Civil (es)
The flipped classroom, as an active learning model, has given remarkable results in several areas in the university teaching; however, its execution is still able to improve. This research shows the implementation and improvement of the flipped classroom model in the course of Pavements. It evaluates their influence on the students’ final grades and their learning experience. Three groups of students participated in this study, who enrolled in the course of Pavements in the Civil Engineering. Group A took the course with the traditional model, while Group B took it with a flipped classroom, and Group C experienced it with a reinforced flipped model. Groups did the course the subject in 2017, 2018 and 2019, respectively. Results show that even though with the flipped classroom models, the finals grades did not increase compared to the scores of the traditional model; however, it improved their learning experience. The students were more satisfied with the method; they even asked for fewer modifications than they did in the traditional model. This research shows that adding little academic things to the course, it would greatly influence their students' opinion.
El aula invertida, como un modelo de aprendizaje activo, ha dado resultados notables en diversas áreas de la enseñanza universitaria; sin embargo, su aplicación aún se puede mejorar. Esta investigación muestra la ejecución y mejora del modelo de aula invertida en un curso de Pavimentos. Se evalúa su influencia sobre las calificaciones finales de los estudiantes y sobre su experiencia de aprendizaje. Tres grupos de estudiantes participaron en este estudio, quienes se inscribieron el curso de Pavimentos del programa de Ingeniería Civil. El Grupo A tomó el curso con el modelo tradicional, mientras que el Grupo B lo tomó con el modelo de aula invertida, y el Grupo C lo experimentó con un modelo mejorado de aula invertida. Los grupos tomaron el curso en el 2017, 2018 y 2019, respectivamente. Los resultados muestran que, a pesar del uso de los modelos de aula invertidos, las calificaciones finales no aumentaron en comparación con los puntajes del modelo tradicional; sin embargo, sí mejoró su experiencia de aprendizaje. Los estudiantes estaban más satisfechos con el método, e incluso pidieron menos modificaciones que en el modelo tradicional. Esta investigación muestra que agregar pequeñas acciones académicas en el curso, influiría enormemente en la opinión de los estudiantes.
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