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V. Pérez-Belis , C. González Lluch , V. Gracia-Ibáñez , M. Vergara , M.J. Bellés Ibáñez

Universitat Jaume I, Department of Mechanical Engineering and Construction (SPAIN)
Students of the Degree in Industrial Design and Product Development Engineering of the University Jaume I of Castellón (Spain) received an integrated training in the subject of Technical Drawing and Graphics and Computer Aided Design through 4 one-semester courses: Technical Drawing and Graphics I & II of 1st year and Computer Aided Design I and II (CADI and CADII), completed in 2nd and 3rd year.

While the first subject (TDGI) focuses on the fundamentals of representation systems and on the knowledge of volumetric forms and elementary surfaces, the following three subjects (TDGII, CADI and CADII) are focused on developing the abilities needed to sketch (TDGI) and create engineering technical drawings with CAD applications. TDGII deepens the sketch, focusing on proportionality, language and graphic representation techniques for engineering technical drawings, being these skills extended in CADI and CADII through the use of 2D and 3D CAD systems.

Considering this framework, TDGII, CADI and CADII courses have been coordinating for several years, sharing a general structure of the common teaching-learning process. The original structure of this class included a standard lecture format and practical sessions where students work different types of exercises, including the development of a graphic project.

Teachers’ experience over the years and students’ opinion have allowed authors to recognize main drawbacks of the standard class structure. Firstly, standard lecture format is not attractive for students. Secondly, due to the differences in the previous training of students (some have already used some CAD software) the levels with which they start the classes may not be homogeneous, which means that some of them may arrive to get bored in class while others take more effort to understand contents.

Flipped learning is a methodology used in teaching that helps teachers to prioritize active learning during class by using that time for group activities and individual attention. This model allows modifying the standard class structure of sessions where the content of the subject is presented by the teacher in the classroom. In this new model the content of the subject is viewed at home or outside the classroom through the use of tools and resources classified within the Information and Communication Technologies (ICT).

As a first step in the analysis of experiences in learning Technical Drawing and Graphics and CAD, this study shows the results of an academic experience that compares the classic methodology of standard lecture format versus flipped classroom in teaching Technical Drawing and Graphics (TDGII). Students from standard lecture format received the lesson in the traditional way, while students from the flipped classroom had to prepare themselves before attending the class, by using this time to complete questionnaires and team activities. Both groups filled a knowledge assessment test before and after class. Student involved in flipped classroom had to complete as well a survey on their perception of the method.

The results obtained show that the level of knowledge both before and after the class is slightly higher for those students involved in the flipped classroom. In addition, the students' opinion on the methodology is quite positive. They consider that it is a more effective method than the standard lecture format, since it has allowed them to better understand the content and to significantly increased their knowledge.