Abstract:

In this study, the academic results of students of the 3rd course subject "Thermotechnics" by comparing the success rates and performance rates between groups in which the subject has been implemented with the flipped classroom technique, with the use of video tutorials and the use of tests using the Socrative tool, and those in which this methodology has not been used were analysed and validated. The aim of the proposal is to analyse the implementation of an active methodology in an engineering subject through active and autonomous learning in students. The subject corresponds to the Degree in Industrial Technology Engineering, taught at the Faculty of Engineering Bilbao, University of the Basque Country (UPV/EHU).

The flipped learning methodology used is based on two actions; the first is the creation of a YouTube channel where, through video tutorials, the theoretical and mathematical part of the corresponding subject can be visualised, thus extracting the lectures from the master classes and taking them to the student's personal workspace.

The second action is carried out during the first 10-15 minutes of each master class and corresponds to the monitoring of the level of understanding of the video tutorials by the students through the use of the Socrative tool. The Socrative application uses questionnaires or multiple-choice questions to check the assimilation of the concepts explained in the video tutorials. To this end, Socrative tool launch the test in the classroom so that each student can access the Socrative platform from their mobile phone and complete the questionnaire. The results are reflected in real time in the same application and are discussed in the classroom.

The subject of Thermotechnics has six groups, groups 01 and 02 taught in Spanish language, groups 31 and 32 taught in Basque and group 61 taught in English, with a total average number of students per year of 230. It should be mentioned that in groups 01, 31 and 32 the flipped classroom technique has been applied, while in groups 02 and 61 it has not been implemented. The academic results of the academic year 2016/17, the year in which the new methodology was introduced, and 2021/22, the last year for which data are available, were analysed.

Keywords:

Flipper teaching, educational innovation, higher education, video tutorials.