Abstract:

Usually, students consider that master classes are ineffective in terms of acquiring transversal and specific competences. Also, they constantly demand to make classes more participatory and practical. Within this framework, the present study approaches the application of the flipped classroom model in different subjects of engineering studies. According to this pedagogical model, the responsibility of studying the theoretical concepts and procedures before each session is transferred to the students, so that the classroom sessions may be dedicated to their practical application with the help of the teacher.

The methodology followed comprises:
(1) Selection of the subject and scope;
(2) Design and development of resources and materials to be used by students outside the classroom (texts, videos, self-assessment questionnaires, etc.);
(3) Planning of classroom activities (problem-based learning, collaborative learning, etc.);
(4) Analysis of results in order to know the most satisfactory procedure to use the flipped classroom model. This methodology has been applied to both practical and laboratory sessions, as well as to master classes, within different Bachelor’s degrees.

The methodology has been applied to master classes in the subjects of Engineering Thermodynamics and Fundamentals of Heat Transfer, and of Simulation of Dynamical Systems. In practical and laboratory sessions, the flipped classroom model was applied to three subjects: Engineering Thermodynamics and Fundamentals of Heat Transfer, Thermal Engines and Machines, and Automatic Systems. In all cases, a similar procedure has been followed: providing videos and texts to prepare the subject, solving doubts at the beginning of the class and letting the students solve several problems or cases in small groups or individually with the help of the teacher.

A greater student-teacher interaction has been observed in all cases, which makes the students feel more motivated to solve their doubts and to use the resources of the subject. When the number of enrolled students is high, the presence of a second teacher is essential to attend to the students, with the aim of reducing the waiting time for solving questions.

Acknowledgement:
This work has been funded by the Vice-rectorate for Academic Policy of the University of Zaragoza (PRAUZ_18_012 and PIIDUZ_18_102).

Keywords:

Flipped classroom, Engineering, Thermodynamics.