Abstract:

During the COVID-19 pandemic, the School of Engineering (FI) of the Universidad de la República (Uruguay) witnessed a substantial increase in the production of audiovisual materials (AVM) to support courses. This rise in AVM production was supported by the availability of recorded lectures in a digital library as part of the institutional project OpenFING developed in 2012.

FI is part of a public university with free access, high student enrollment, and non-mandatory attendance in most courses. The courses at FI are typically offered in a single schedule without different sections, except for the first year. AVM are available for students as supplementary materials, providing them with optional resources to support their learning.

With the return to in-person classes in 2022, the increased quantity and variety of AVM prompted teachers to reconsider classroom practices and optimize instructional time, especially for theoretical classes. However, it also posed the challenge of engaging students to attend these classes.

This study, conducted as part of doctoral research on teaching strategies in engineering, explores using a flipped learning (FL) approach incorporating AVM for addressing theoretical content in two FI courses during 2022-2023. These courses, C1 and C2, are mandatory for second-year students in the Electrical Engineering (C1) and Computer Science (C2) programs.

This qualitative study examines the implementation of FL in C1 and C2 through classroom observation (CO), Moodle platform review, and interviews with students and teachers. The main objective is to characterize the FL approaches utilized in these courses and focus on identifying similarities and differences.

CO and Moodle show that both FL proposals prioritize video-based learning, reducing face-to-face teaching time. It maintains a balanced time commitment for students. Both courses provide a clear working framework via Moodle, outlining weekly expectations. However, classroom organization differs significantly. C2 prioritizes addressing student queries, while C1 incorporates a predetermined structure of individual and group activities during class.

Based on interviews, students in both courses have positive evaluations, appreciating the flexibility to study at their own pace and review AVM as needed, and its contribution to their learning. However, they underscore the challenge of adapting to the non-traditional format of theoretical classes and managing the course content independently. The term "self-taught" is emphasized, highlighting the significance of autonomy and organizational skills in the student's learning journey. C1 students particularly emphasize in-class work and connections with teachers and peers. Many students from both courses find AVM sufficient, reducing attendance at in-person classes. It highlights a main challenge expressed by teachers: the decrease in attendance. Implementing FL requires a teacher's careful planning and design, whether through pre-planning or responding to student queries during class, demanding teachers with advanced skills.

This information is relevant for designing FL in engineering. The insights gained from this study can inform future strategies and curriculum development.

Keywords:

Flipped classroom, engineering education, educational strategies.