Abstract:

The Flipped classroom methodology is becoming increasingly prevalent at the primary and secondary education levels. At the university level, the feasibility and tests of this learning methodology are progressively being carried out, it is in this context that the work presented in this article has been carried out. The objective of this article is to analyze the experience on Flipped class in a theory group with 75 students, taught during the course 2016-17, in the subject Programming 1 of the Degree on Computer Engineering of the University of Alicante. It was proposed to use the flipped methodology instead of the traditional classroom during the 15 weeks of the first semester.

In this article, starting from the methodological proposal Flipped, a review of different experiences on Flipped classroom in the university level is made. Next, the Flipped classroom scheme and the technological base that has been used in the methodological experience with this group are established. We compare the results of evaluation obtained in this group with the results of groups taught by the same faculty in previous years and, in addition, the opinion of the students obtained through an anonymous survey is provided. To finish this work, the positive and negative aspects of the methodological experience are analyzed from the point of view of the teaching staff, and the guidelines are provided in which future experiences can be advanced.

Keywords:

Flipped Classroom, Learning Methodology, Study Case, Evaluation.