Case study about the student perceptions of the Flipped Classroom model in engineering subjects. Design and implementation of a questionnaire
Abstract
New Technologies of Information and Communication in the university classrooms have promoted the development of alternative pedagogical modalities to the traditional ones. The Flipped Classroom, has been considered as a suitable model for teaching engineering subjects, due to it is useful for optimizing the time of work in the classroom and preparing materials for students learning outside it. In this study, an experience based on the Flipped Classroom model developed with 151 engineering students is presented. Through an ad hoc designed questionnaire, their perceptions about the experience have been collected experience with materials and resources, teaching aids and the role of the student. The main results suggest that the model favors an active role for the students, and demands a greater effort and daily follow-up. Likewise, some proposals for improvement are presented for its future development.
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