About this paper

Appears in:
Pages: 6541-6544
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.1542

Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain

EXPERIENCES WITH FLIPPED TEACHING, APPLICATION IN CONSTRUCTION TECHNOLOGY SUBJECTS (BACHELOR IN BUILDING TECHNOLOGY)

M. Iborra, J.M. Gandía-Romero

Universitàt Politècnica de València (SPAIN)
Nowadays, the advances in new technologies involve cognitive developments that must be adapted to these changes. The university needs to actively participate in the development of new teaching methodologies in order to encourage more active student engagement in their learning. In the Bachelor of Building Engineering program, we have conducted a new experiment applying the Reverse methodology, also called Flipped Teaching, in two related subjects, Construction Technology II and Construction Technology III, both are second-year undergraduate courses. Flipped Teaching methodology can be understood as a shift in the teacher’s traditional role, from being a mere information guide to a facilitator and a model for students’ learning. For this reason, this methodology has been more widely applied in subjects that traditionally involved transmitting a lot of practical content mainly through theoretical sessions. The traditional classes develop a passive attitude of students’ to their learning, which contradicts the expectations in the final evaluation where students are expected to demonstrate the practical skills they have developedd in the course. In addition, the Flipped Classroom provides more opportunities to design other learning activities improving the students’ learning outcomes, such as Individual or Group Projects and Collaborative Learning (greater student-teacher or student-student interaction during the classroom activities).
In this paper, inverse or reverse methodology or Flipped Teaching is introduced using a real case in the Bachelor of Building Engineering program. This experimental course design is presented here along with survey results of student experience and specific competencies’ acquisition.
@InProceedings{IBORRA2018EXP,
author = {Iborra, M. and Gand{\'{i}}a-Romero, J.M.},
title = {EXPERIENCES WITH FLIPPED TEACHING, APPLICATION IN CONSTRUCTION TECHNOLOGY SUBJECTS (BACHELOR IN BUILDING TECHNOLOGY)},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.1542},
url = {http://dx.doi.org/10.21125/inted.2018.1542},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {6541-6544}}
TY - CONF
AU - M. Iborra AU - J.M. Gandía-Romero
TI - EXPERIENCES WITH FLIPPED TEACHING, APPLICATION IN CONSTRUCTION TECHNOLOGY SUBJECTS (BACHELOR IN BUILDING TECHNOLOGY)
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.1542
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 6541
EP - 6544
ER -
M. Iborra, J.M. Gandía-Romero (2018) EXPERIENCES WITH FLIPPED TEACHING, APPLICATION IN CONSTRUCTION TECHNOLOGY SUBJECTS (BACHELOR IN BUILDING TECHNOLOGY), INTED2018 Proceedings, pp. 6541-6544.
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