Abstract:

This communication shows the acceptance level of the flip teaching methodology among the students in the Water Engineering subject taught in the Bachelor of Electronics and Automation Engineering. This degree is taught in the Higher Technical School of Design Engineering (ETSID) of the Polytechnic University of Valencia (UPV).

Flipped classroom (FC) is considered in the literature as one the most interesting and novel methodologies in higher education. This methodology involves the autonomous work by the student of a part of the subject contents. To get this, this methodology allows students to use innovative online sources, research the subjects and review the material provided by the professor before coming to the classroom. In this way, students can realize their own learning practices and find answers to their questions [1].

Water Engineering subject is an optional subject taught in the second semester of the third year. The content of the subject can be divided in three parts: water treatment and purification, design of urban wastewater treatment plant and membrane technologies. The FC methodology has been introduced only in the membrane technology part.

Prior to the start of each session, the professor made available to the student several book references and the class material about membrane processes. This material included all the content to be taught for the membrane technology matter.

To test the material selection and the performance of the activities from students’ point of view, some discussions and an anonymous survey were conducted. Results showed that the students had a positive experience, the level of acceptance is more than adequate and satisfaction was high.

References:
[1] Ö. Özbay, S. Çınar. Effectiveness of flipped classroom teaching models in nursing education: A systematic review. Nurse Educ. Today. 102 (2021) 104922. https://doi.org/10.1016/j.nedt.2021.104922.

Keywords:

Flipped classroom, membrane technology, engineering students.