La percepción del aprendizaje de los estudiantes de ingeniería en función de la metodología de aula aplicadaFlipped Learning vs. Convencional

Resumo

This paper presents the design and results of a teaching experiment aiming to establish whether any possible differences in perception can be observed in today’s engineering students regarding the teaching method used. More to the point, the goal is to evaluate how they view their learning process and the final results obtained in the subject of Statistics for Engineering Sciences (a subject with a strong mathematical base, but with the possibility of discussing cases ad strategies). The sample is composed of 85 sophomore students of three groups belonging to two BSc Engineering degrees, Mechanical (ME, 2 groups) and Computer Sciences (CS, 1 group), in a private university. The students had identical problem sets and evaluation tests, with the same weight in the final grade. However, in one of the ME groups and the CS group the flipped classroom method was used, while the third group (ME) followed the course using a traditional method of lecturing, and problems were solved individually at home. The flipped classroom method was implemented in the final two thirds of the course. Surveys were taken before the method change, at the end of the course and 6 weeks after the course finished. We will cover the survey results, trying to explain the perceived facts and reflecting the existing differences, from the student’s point of view, between lecturing (passive) and Flipped Learning (active). A detailed description of the subject is included, as well as the student body, both methodologies and the surveying system and the analysis.