Abstract:

In this paper, an experience based on the principles of flipped classroom are presented. In particular, the experience has been applied to practices of process simulation and problems of the course of Chemical Engineering given in the Degree in Chemistry of the University of Jaen, Spain. Flipped classroom is a methodology that breaks with the traditional educational paradigm, since it reverses the order of activities, modifies the spaces and roles of the participants, and seeks to respond to the new educational demands and needs of the generations that have grown up in a digitized world. It has made its way with the emergence of new information and communication technologies (ICT) capable of greatly facilitating self-learning. Therefore, it is very important to take into account the tools that are going to be used, which are very varied.

The objective of our work was to put into practice the flipped classroom design in two specific cases with the support of Microsoft and Google tools: Google Drive for content management, PowerPoint and Loom for content editing (videos), Youtube as a content bank, Google Forms to evaluate the results, etc.

The application of the flipped classroom methodology was motivated by the intention of updating the traditional forms of teaching-learning, which no longer correspond to the needs, interests and motivations of the students, who, for the most part, belong to the called the Net Generation. This generation is characterized by being born and raised surrounded by the use of the Internet in almost all facets of their lives. It is a generation that perceives time and space differently, they seek to be permanently in communication, they are used to being multitaskers, to having immediate answers, etc.

As conclusion learned from experience is possible to highlight an improvement in academic performance, although there have also noted areas for improvement. On the other hand, the final surveys used as an evaluation tool showed great student satisfaction with the flipped classroom methodology, more than 90% of the students considered that the experience had been useful or very useful to understand basic concepts and develop autonomous learning.

Keywords:

Flipped classroom, innovative methodologies, active learning, autonomous learning, Chemical Engineering.