Abstract:

The engineering career includes in its study plan a significant number of subjects of a high level of complexity. The student will achieve the professional title of engineer if acquires a knowledge of a solid base of basic sciences and diversity of technological capabilities. At present, the subjects of engineering and of any career in general, include with their contents a significant proportion of knowledge of informatics technologies and the skillful use of digital tools.

On the other hand, the University constantly advocates for the updating and modernization of classes, encouraging teachers to apply innovative methodologies and technologies, providing improvements in learning and bringing the student closer to the professional environment they will face in the future. In accordance with this approach, and knowing the good response of students to proposals in previous years [1], classes were made using the Flipped Learning Model [2] and the Technological Pedagogical Content Knowledge [3]. Topics of Informatics Fundamentals and Probability and Statistics has been selected, at the National Technological University in Rosario, Argentina. These classes were inserted in key dates where the accumulation of academic activities collapsed the calendar. The classes included use of virtual platforms, like Moodle and Google Classroom and other apps classics and mobile, all for material’s access, tracing and work’s control. Screenshots videos, interactive animations and advanced digital tasks were made. Presential workshop were built to consolidate the acquired knowledge and take oral evaluations to students while they used the tools. The evaluation criteria and variables emerged from combination of subject’s traditional evaluation premises and concepts of rubric scoring.

The students responded positively to the classes, appreciated the possibilities of the time’s administration offered by the Flipped Learning, an important characteristic in our university’s case, with students who work and study. More consolidation of the topics contents was observed, as well as knowledge of the software and the use of computer tools in general. A comparison of the evaluation’s data with those obtained in control groups was made obtaining representative conclusions. On the other hand, problematic situations were observed related to previous preparation needed for the use of digital material and web content, and due to attitudinal aspects necessary to face a self-managed learning. The results showed that for a student there is a big difference between the common use of computer and mobile and the academic use of them, influencing attitude towards inverted classes. It is concluded that the implementation of new teaching methods at high level it’s optimal if the students have previously a certain preparation and behavioural aspects. Finally a strategy is proposed to achieve that the student acquires these aspects, and a plan for an incorporate it in secondary education.

References:
[1] Consolidation of Statistical Thinking in Engineering Students through Animation and Simulation of the Statistic Methods and Results of Stochastic Processes Analysis S. De Federico. EDULEARN 2018, Palma de Mallorca, España.
[2] Hamdan N, McKnight P, Arfstrom K. The Flipped Learning Model: A White Paper Based on the Literature Review. Flipped Learning Network.
[3] Chai C, Koh J, Tsai C. A Review of Technological Pedagogical Content Knowledge. Educational Technology & Society 16 (2), 31–51.

Keywords:

Engieenering classes, flipped learning, informatic tools, level knowledge, behavioural aspects.