Abstract:

In recent years it has been observed in the subjects of the Mechanical Engineering area in the second year of engineering degrees (Mechanics of machines and structures and Theory of machines and mechanisms subjects) of the Universitat Jaume I a significant decline in success and performance rates, and a significant increase in the dropout rate. For this reason, the aim of this work is to increase the study, participation, and motivation of students in these subjects, applying active methodologies to make classes more dynamic and participatory, as well as implementing feedback during the course and in the evaluation. To this end, tools such as Padlet, questionnaires, and peer evaluation activities in Moodle and in problem lessons have been introduced. Moreover, there has been a greater follow-up of student learning through ongoing assessment for each didactic unit. One of the proposed actions was the encouragement of student participation in the subject through the creation of a participatory Moodle. In order to achieve this, a flipped learning methodology was implemented through several assignments (required readings) scheduled for each week, and a problem learning methodology using a Padlet to encourage interaction among students. A second action was a redesign of the formative or continuous assessment with questionnaires in remote learning and paired problem solving and peer evaluation using rubrics in problem classes and laboratory practices, after each didactic unit. These educational innovation actions have led to greater student involvement and increased attendance at tutorials.

Keywords:

Flipped learning, Mechanical Engineering, Moodle, motivation, peer evaluation, problem learning.