University of Alicante (SPAIN)
About this paper:
Appears in: ICERI2023 Proceedings
Publication year: 2023
Pages: 669-677
ISBN: 978-84-09-55942-8
ISSN: 2340-1095
doi: 10.21125/iceri.2023.0243
Conference name: 16th annual International Conference of Education, Research and Innovation
Dates: 13-15 November, 2023
Location: Seville, Spain
First-year students in Computer Engineering are generally the most likely to drop out of their studies and, therefore, this is where efforts should be made to increase their motivation. In the case of the research presented, there is a group in the First Year of the Degree in Computer Engineering. Specifically, the study has been carried out in the Computer Fundamentals subject in the first semester. Specifically, a flipped classroom methodology has been implemented in this subject, in which the structure of the learning process undergoes a profound transformation. This relatively new methodology contrasts with the traditional scheme consisting of a theoretical (lecture) class. Learning begins at home: the student takes as a reference the audiovisual material or links provided by the teacher and, subsequently, it is the teacher who promotes activities in the classroom to consolidate the knowledge acquired at home. In this way, other more complex processes of knowledge acquisition and practice within the classroom are facilitated and enhanced. The application of the inverted classroom methodology in Computer Fundamentals is aimed at improving students' academic results by increasing their motivation. Another objective, no less important, is to integrate theoretical concepts with their practical application. The research was carried out in several stages. Firstly, a modification of the theory and practice timetables was proposed so that the theory and practice sessions were taught in the same classroom and in an integrated time slot for both teaching sections. Next, an integral project was conceived to be developed by the students, so that this project was imbued both in the theory classes, to provide a formal basis for it, and in the practical sessions, for the implementation of the different stages of the project. In this way, the project, which is complex in nature, was carried out in the classroom (without differentiating between hours corresponding to theory or practice) while, at home, the basic knowledge was incorporated beforehand through educational pills specially designed for this research. The stages of the project allow the theoretical contents of the subject to be put into practice, which follow a chronological order in their timetable. The academic results of this group were compared with others in the same subject who adopted a traditional learning methodology. The academic results indicate that the inverted classroom approach applied has succeeded in inspiring greater interest and motivation in the students, as well as a deeper understanding of the theoretical concepts of the subject.
Flipped classroom, Flipped learning, Educational pills, Computer fundamentals, Motivation.