Abstract:

In recent years, an innovative educational approach known as flipped learning has become an alternative to traditional teaching methods. Most studies highlight the benefits of flipped learning, within the most significant is the ability to develop active learners. This work presents the implementation and evaluation of flipped learning in the Plant Protection subject within the Degree in Agricultural Engineering at the Universidad Politécnica de Madrid (School of Agricultural, Food and Biosystems Engineering, ETSIAAB). We compared the flipped learning approach with non-flipped lectures given within the same subject in different groups. The flipped and non-flipped sessions were compared for motivation and performance through four activities. Students in the flipped sessions viewed a video lecture about each activity and were assessed through the use of a test questionnaire out classroom, and the students in the non-flipped sessions viewed the video and answered the questionnaire in classroom. Every student completed an activity and an exercise in classroom that was evaluated. Moreover, the satisfaction of the students about the videos, questionnaires, activities and the evaluation exercises were evaluated using a survey. The performance was evaluated using test questionnaires about the contents of the videos (out class or in classroom depending on the session), evaluation exercises (in classroom) and questions in the final exam (in classroom).

Keywords:

Flipped classroom, motivation, video lectures, non-flipped sessions.