Resumen de Uncovering Flipped-Classroom Problems at an Engineering Course on Systems Architecture Through Data-Driven Learning Design
Iria Manuela Estévez Ayres, Jesús Arias Fisteus, Lucía Uguina-Gadella, Carlos Alario Hoyos, Carlos Delgado Kloos
Flipped classroom is a student-centered methodology that can help engineering students to acquire the cross-curricularskills demanded by society. However, its effectiveness relies on the commitment of both instructors and students. Inparticular, this strategy requires students to work on a number of proposed activities before face-to-face classes. Then, inorder to follow the most appropriate path in those classes, instructors need a reliable way to know at which degree theirstudents worked on those proposed activities, what issues they encountered while doing them and which concepts need tobe reinforced in class. This paper presents a case study of a flipped-classroom undergraduate engineering course. By usingdata-driven learning design and learning analytics techniques we show that: (1) by delaying their work on the courseactivities our students actually drove the course towards the traditional approach; (2) despite directly asking students at thebeginning of a face-to-face class might seem to be an appropriate way of getting reliable information about their previouswork, it may lead instructors to erroneous conclusions; (3) our students were strongly mark- and deadline-oriented, buteven a small grade encouraged them to work on the assignments; (4) the gathering and checking of students’ learning databefore the class can help instructors to tailor the lesson design; and (5) if students did not work on pre-class activities,dedicating a small amount of time of the in-class lesson to explain the most difficult concepts can help students to be moreefficient with their work, at the cost of losing some of the spirit of the flipped classroom.
