Educational technology in flipped course design

• Autores: Rosa Estriégana Valdehita, Roberto Barchino Plata, José Amelio Medina Merodio
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 33, no. 4, 2017, 1212 págs.
• Idioma: inglés
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• Dialnet Métricas: 2 Citas
• Resumen

  • The use of technology to engage students and to provide them with tools to study autonomously is increasingly frequent inhigher education. This paper outlines an experimental study that analyzes the effectivenessof flipped classroom design, andargues how the use of technological, educational resources such as videos of educators teaching, interactive materials,simulators, virtual labs and game-based learning have facilitated the use of class time for active learning and discussion.The study was conducted in several academic years with groups studying Fundamentals of Computer Technology, acore subject in the first year of the Computer Engineering and Information Systems degree courses. We analyzed datacollected from online activities on a learning platform created from scratch, from classroom activities and from attitudinaland satisfaction surveys. We compared the evolution of outcomes between the 2009–2010 and 2015–2016 academic years.The methodology followed a quantitative design with control and experimental groups, and descriptive statisticaltechniques were used.The results obtained show that learning achievement and performance in terms of qualifications were higher in theexperimental groups, where the flipped classroom approach using technological resources was adopted, than in the controlgroups, where the traditional lecture approach was used. A significant positive effect on participation, engagement andstudent satisfaction was also identified.