Abstract:

Teaching in public universities in Latin America presents a series of challenges such as lack of resources to provide infrastructure for teaching spaces, teaching staff with a command of the subject they teach, but without the correct pedagogical training, little development of didactic material and use of ICTs as support for teaching, among others.

The above is accentuated more in careers such as Civil Engineering, which due to its complexity requires multiple tools to achieve the competencies required for professional practice, such as laboratory experimentation, field practices, tools for information collection, use of computer programs for simulation and data analysis, visits or stays in construction companies and school trips.

For some years, the civil engineer educational program at the Faculty of Engineering of the Autonomous University of Baja California has been under a process of generational replacement of its teaching staff, mainly by young people who have participated in the accreditation and curricular updating of the career. On the other hand, derived from the results of questionnaires applied in 2017 to know the learning style of students, the need to incorporate ICTs to improve the teaching-learning process using the Flipped Classroom was identified.

This research makes a retrospective evaluation of the last 4 years comparing the teaching of classroom courses with the traditional approach, the courses taught in the blended modality under the Flipped Classroom approach, and these same courses under the online modality promoted by COVID-19. Experiences learned from the case study are shared implementing the continuous improvement process with Flipped Classroom to support the teaching-learning process and develop skills in civil engineering students through problem-solving, interpretation of results, creation, and publication of content.

Keywords:

Flipped Classroom, higher education, public universities, learning styles, distance learning.