Abstract:

During the feed formulation software practices, the students must generate a least cost ration, using computer aided software. Therefore, some of the time of the practical lessons should be dedicated to learning how to use the software, spending this time in mechanical procedures, rather than to get the formulation skills required. So, in order to improve these skills maximizing the period of time where the students could receive support from the teaching staff, the flipped classroom methodology was introduced in the feed formulation software practices of animal nutrition, of the Veterinary Degree of the University of Murcia, during the second term of the course 2018/2019. The feed formulation practices were structured in three lessons according to the tool and/or the target animal. Thus, the first practice SOLVER, was used to introduce the general procedures of linear optimization using computer software. A spreadsheet was used for this purpose. The second and third practices were focus in monogastrics and ruminants, using commercial feed formulation software (INRATION and SIMPLEX, respectively). After the practical lessons, a survey was performed, in order to evaluate the practice format acceptance and students autonomy for each one of the practices developed. Thus, a questionnaire using a Likert scale of 4 levels (1 Strongly disagree, 2 disagree, 3 agree, 4 Strongly agree) was performed. A total of 71 students were polled from a total of 109 students enrolled, giving a confidence level of 95% and a 7% margin of error. The results showed that the students scored high the acceptance of the flipped classroom format of these practices, with values higher than 3: SOLVER 3.12±0.738; INRATION 3.30±0.602 and SIMPLEX 3.41±0.551. The students also showed high values for the level of autonomy achieved in the use of a commercial feed formulation software (SIMPLEX 3.48±0.633 and INRATION 3.29±0.769). While the lowest score matched with the SOLVER lessons (2.97±0.727), despite reaching a high average score. In conclusion, the students showed a high level of general satisfaction with the flipped classroom, highlighting that this methodology improves the level of autonomy of students, which can improve the development of self-learning skills, so necessary for lifelong learning.

Keywords:

Flipped classroom, animal nutrition, higher education.