FLIPPED LEARNING APPLICATION IN HIGHER EDUCATION

This paper describes the development and results of the introduction of Flip teaching in Higher Education. The application of this methodology is contextualized in the subject of Electrical Installations at the School of Architecture at the Universitat Politècnica de València (UPV). Sixty nine undergraduate students participated in the study. A self-report questionnaire was conducted in order to measure the students’ subjective evaluation of the learning process. Student survey responses revealed pre-class studying as a serious implementation problem and some students showed mixed feelings about the experience. The results of this study show that the use of Flip learning improves interest of students for the subject so that their learning is improved.

Methodology:
The subject of Electrical Installations (INEL) is a mandatory subject in the third course of the Bachelor’s Degree in the Fundamentals of Architecture (6 ECTS credits), hosted by the School of Architecture at the Universitat Politècnica de València in Spain. The innovation has been applied to two groups (D and E) from that subject with an average 62 students per group during the academic course 2015/2016. INEL is divided in two blocks. One block is dedicated to electrical installations and another is dedicated to lighting installations of buildings.

Results and discussion:
The results obtained were assessed throughout a questionnaire filled in by the students at the end of the course. Part of the questionnaire was based in [5]. It was composed of two sections. An objective part that queries on their gender, age and classroom group and a subjective part on which the students were asked to evaluate the experience with specific questions related to their flipped learning and the interest and motivation for the subject.
All questions in the questionnaire were evaluated through a 5-point-Likert scale ranging from totally disagree, disagree, neutral, agree and totally agree. In order to detect if the questionnaire could be finished in a reasonable amount of time and the wording and the sequencing of the questions were appropriate, the questionnaire was pre-tested several times. This pre-testing process was carried out with 14 students. The evaluation rubric included an open section where students could give their opinion and feedback to the lecturer.

Conclusions:
This paper has described the application of Flipped learning in the area of Architecture.
The students did not freely choose to attend this kind of classes. It is detected, therefore, that one of the problems presented by the implementation of this methodology is the lack of knowledge of the methodology by the student before attending the classes. The results of the satisfaction questions concerning the preference of the methodology of the inverse class versus the traditional class show that students prefer the traditional class in front of the flipped learning methodology. However, they recognize that they learn much more during class time, their interest in the subject has increased and that class attendance with this methodology facilitates learning and helps them to prepare themselves better for the exam.