From Traditional Teaching to Flipped Classroom: Impact on Learning in Engineering Degrees
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| Title: | From Traditional Teaching to Flipped Classroom: Impact on Learning in Engineering Degrees |
|---|---|
| Language: | English |
| Authors: | Aura Hernàndez-Sabaté (ORCID |
| Source: | Journal of Technology and Science Education. 2024 14(3):798-814. |
| Availability: | Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Engineering Education, Flipped Classroom, Databases, Conventional Instruction, Instructional Effectiveness, Design, Competence, College Students, Lecture Method, Foreign Countries |
| Geographic Terms: | Spain |
| ISSN: | 2014-5349 2013-6374 |
| Abstract: | Computer engineering students should develop competences related to the contents of databases design and SQL queries. For this purpose, the recommendations on the convenience of changing the traditional teaching methodology to the flipped classroom are followed. In this article we present a quantitative study in which we compare the potential for the development of engineering students' competences in the design and use of databases of the flipped classroom methodology and the traditional teaching methodology. The results obtained in the evaluation of the subject in two different courses are compared. In the first course, traditional teaching methodology was used. In the second one, flipped classroom was used when its implementation had already been tried and tested. In this article we show evidence that the implementation of the flipped classroom teaching methodology provides different results depending on the learning promoted and on the specific contents in the subject of relational databases. We have found evidence that flipped classroom improve theoretical learning outcomes for database design and in the resolution of non-reproductive activities in the SQL queries block. No conclusive benefits are reported for students' competency development for either of the two content blocks. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1441034 |
| Database: | ERIC |
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