Abstract:

The flipped classroom approach has been used for years in some disciplines of higher education [1,2]. This approach does not comprise a single model, but rather a core idea to flip the lecture-based classroom instruction and utilize pre-recorded videos and reading assignments in advance of class [3].

Within this didactic methodology, the subjects of Fundamentals of Physics 1 and 2 have been designed. These subjects are common to five Engineering degrees (Biomedical, Chemical, Electrical, Automation and Industrial Electronics and Mechanical Engineering).

From the beginning, students have all the necessary material to develop the course posted on the subject website within the Moodle platform. This material consists of links to videos (where they can find all the theoretical concepts with their mathematical development), presentations (with a summary of the most important concepts, as well as problem examples of their development), and proposed problems of different levels (some for such as to achieve basic concepts and another to deepen).

Students also have all the problems, mentioned above, programmed within the Moodle platform, so if they want, they can solve them and see if they have solved them correctly. This computerization of the material has been done in this way, due to what has been detected by professors in previous years; that today's students feel more motivated and comfortable within a digital environment.

Currently, and due to the pandemic situation in which we are living, the attendance of the classes has been affected, and the theoretical sessions are done virtually. Students must bring the previously worked session, and during these “theoretical” sessions, a review of the theoretical concepts is done, so that students are continuously challenged with questions to help the development of the class. Finally, a 15-minute questionnaire is conducted, where students have theoretical questions from the class conducted and a problem proposed in the previous session. As these sessions are recorded, students will have access to a fragmented (professor-structured) version of the conference and/or a variety of content materials that they can access multiple times outside of class, according to their learning needs.

About the problems and laboratory practice classes, which are face-to-face, these become sessions where the professor simply tutors the student’s learning. Students must bring the prepared material and the professors interacts with them only in case of doubt-query, without any expository explanation.

References:
[1] N. Singhla, P. Saini, J. Kaur, “Evaluating the flipped versus traditional teaching method on student nurse’s performance” International Journal of Community Health and Medical Research, vol 2, no. 4, pp. 30-37, 2015.
[2] J.L. Bishop, M. Verleger, “The flipped classroom: a survey of the research” ASEE Annual Conference and Exposition, Conference Proceedings, 2013.
[3] B. Tucker, “The flipped classroom. Online instruction at home frees class time for learning,” Education Next, vol 12, no.1, pp 82-83, 2012.

Keywords:

Flipped classroom, Physics, flipped learning, Engineering.