Abstract:

Flipped Classroom and Just-in-Time Learning, with the support of Bring Your Own Device, are learning methodologies in which the student, instead of passively receiving the content, discovers the concepts and their relationships and rearranges them to suit his cognitive schema. Co-creatively discovering the most complex and changing concepts, through the use of Game Thinking and Visual Thinking and Artistic Thinking techniques, is a fundamental process that motivates students to solve contemporary problems independently and cooperatively, with a minimum of support from the teacher. This work aims to evaluate the effect of the appropriation of classroom time to carry out practices based on the evolution of the students' grades, with the aim of improving and optimizing the design of the programming.

In the first place, the implementation of the Flipped Classroom methodology has meant providing students with tools and materials that allow them to arrive at the classroom prepared, both to develop the practices and to raise specific doubts. The fact that students have a clear vision of the contents, and of the end and the means of the various exercises that they will have to develop, not only allows optimizing the time invested for the practices, but also guarantees that the teaching-learning process generates transversal tools for the set of practices of the subject.

Second, Just-in-Time Learning, consolidates the fundamental concepts facilitating their handling and fostering the independence of the students, helping them to develop their work later and promoting flexible and exploratory learning, expanding the fields of action.

Third, the implementation of the Bring Your Own Device with the incorporation of smartphones as teaching tools, both in face-to-face and non-face-to-face time, has provided very positive results in the Just-in-time and in the formative assessment, through objective tests and One Minute Papers, which students use to consolidate knowledge. These results have expanded the forecasts that are raised, obtaining significant evidence in the final result of the scope of theoretical content. Resulting in an agile and interactive tool, which is received in a playful way by the students, since it fully adapts to the codes that they use every day outside the university environment.

In conclusion, the appropriation of classroom time to carry out practices and solve doubts, has resulted in an evolution in the global grades of the subject, having registered an increase in numerical grades and in student attendance, which show not only the increase in involvement of the students with the contents of the subject, but also a motivation that favors self-learning and self-evaluation.

Keywords:

Flipped Classroom, Just-in-time Teaching, formative assessment, SDG, Game Thinking, one minute papers, Visual Thinking and Art, Thinking, Bring Your Own Device.