Perception of Engineering Students on Remote Teaching with the Flipped-Classroom Strategy
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- Articles
- Submitted: May 28, 2020
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Published: June 8, 2021
Abstract
This text reports the results of a perception study of the students of remote teaching of the flipped-classroom method in comparison to two strategies of regular face-to-face teaching: classic elñcturing and learning based on projects. The perceptions study follows a cohort design where the students have the chance of experimenting the different pedagogic strategies in a sequence and perform an assessment at the course’s end. The perception evaluation takes into account six criteria: comprehension, theoretical concepts appropriation, disciplinary formation, integral formation, dedication and academic burden, interaction among the subjects of the process and active learning. In a pilot study with 36 students of an engineering undergraduate program, remote teaching through flipped classrooms is always better or equally valued than those face-to-face strategies in all the considered criteria.
References
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[4] S. Bell, “Project-Based Learning for the 21st Century: Skills for the Future,” The Clearing House: A Journal of Educational Strategies, Issues and Ideas, vol. 83, no. 2, pp. 39–43, 2010. DOI: 10.1080/00098650903505415.
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[13] S. Pertuz, J. Torres, “Lineamientos para el diseño de Cursos Online Masivos y Abiertos (MOOC) en Ingeniería Electrónica,” Entre Ciencia e Ingeniería, vol. 11, no. 21, pp. 42–49, 2017. DOI: 10.31908/19098367.3276.
[14] S. Pertuz and J. Torres, “The impact of MOOCs on the performance of undergraduate students in digital signal processing,” in Symposium on Signal Processing, Images and Artificial Vision, Bucaramanga, aug 2016, pp. 1–7. DOI: 10.1109/STSIVA.2016.7743356.
[15] P. J. Guo, J. Kim, and R. Rubin, “How video production affects student engagement: An empirical study of MOOC videos,” in Proceedings of the 1st ACM Conference on Learning at Scale. New York, New York, USA: Association for Computing Machinery, 2014, pp. 41–50. DOI: 10.1145/2556325.2566239.
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[17] X. Su, T. Wang, J. Qiu, and L. Zhao, “Motivating students with new mechanisms of online assignments and examination to meet the mooc challenges for programming,” in 2015 IEEE Frontiers in Education Conference (FIE), 2015, pp. 1–6. DOI: 10.1109/FIE.2015.7344337.
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