Flipping the classroom to improve learning with MOOCs technology

Higher Education Institutions are interested in describing qualifications in terms of competences and abilities that prepare graduates best for their future professional and social life. This study aims to analyze students’ acquisition of competences, on one hand, inside the classroom using a flipped learning approach, on the other hand, outside the classroom through students’ self‐study using information and communication technology resources such as teaching videos, virtual labs, simulations, or game‐based learning. The study also wants to shed light on the relationship between the achieved competences and the learning outcomes. The analysis was based on the data collected from a core subject in the first year of the Computer Engineering and Information Systems degree courses. The answers to an online survey (n = 285) were examined by using a structural equation model with 13 observed and seven latent variables. The results obtained show that the learning environment created inside and outside the classroom plays a key role in the acquisition and development of the three competences analyzed: systematic, personal, and cooperative. Our findings also suggest that competence or skills acquisition, despite being considered one of the main issues in the higher education qualifications framework, does not exactly match the academic results measured during the assessment process.

Section: Discussionsupporting

confidence: 92%

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

Analysis of competence acquisition in a flipped classroom approach

Estriégana

Merodio

Barchino

2018

“…Concerning engineering education, the number of MOOCs about mathematics, physics, statistics, and computer programming is increasing more and more . For example, when using an online educational platform with students in a remedial physics course, Muñoz‐Merino et al showed that students improved their grades significantly using MOOC technology.…”

Section: Literature Reviewmentioning

confidence: 99%

Bilingual subtitles for second‐language acquisition and application to engineering education as learning pills

García

2017

This paper introduces the concept of bilingual subtitles, a kind of captioning in which a pair of subtitles (in the mother tongue, L1, and second language, L2) is shown at the same time on the screen. The aim of dual subtitles is to help the final user in different learning processes, due to the fact that several capacities (listening, reading, and matching) are exercised at the same time by the learner while watching dual‐captioned media. The contribution of this paper is threefold. First, it presents DualSub, an open source desktop tool aimed to create bilingual subtitles. Second, a descriptive study was designed and executed to evaluate the extent to which bilingual subtitles are perceived by final users in the incidental vocabulary knowledge of a second language. Third, an experimental case study in which dual subtitles were used in the engineering education arena was carried out. The results of these surveys confirm that bilingual subtitles are perceived as useful in the different dimensions of the incidental vocabulary learning process (form, meaning, use) and are also helpful when applied to the educational domain (deliberate learning). © 2017 Wiley Periodicals, Inc. Comput Appl Eng Educ 25:468–479, 2017; View this article online at http://www.wileyonlinelibrary.com/journal/cae; DOI

“…Due to recent improvements in technology (instant messaging), web pages (Massive Online Open Courses−MOOC websites), online learning platform (such as Moodle), and video recording programs (Camtasia, Screencast‐O‐Matic or QuickTime), several solutions have been introduced to the out of class or in class activities. For example, Muñoz‐Merino et al uses a 26‐module MOOC to students of basic physics course before attending the face‐to‐face classes or Hsieh et al use LINE, an instant messaging system, in flipped EFL (English as a foreign language) oral training.…”

Section: Introductionmentioning

confidence: 99%

Flipped classroom—comparative case study in engineering higher education

Castedo

López

Chiquito

et al. 2018

The use of flipped‐classroom methodology (FC) has increased recently, however, there is a lack of quantitative data on students’ performance. A FC has been applied into a group (80 students) of an obligatory subject of the 2nd course in an Energetic Engineering Bachelor. A second group has been taught with the traditional methodology (72 students) to compare the results. The FC requires students to obtain background knowledge prior to a face‐to face class meeting, and reserves in‐class time for applying knowledge to solve problems. This is the opposite of the traditional lecture‐based classroom, in which students passively attend didactic lectures from the instructor, then study the content and complete assignments after class. The main objectives of this research were to measure the impact of learning (with special attention to really active students), reduce absenteeism, increase exam attendance, and analyze how participating students view their experience with this methodology. The results show that the flipped‐classroom model has a direct impact on student learning (or grades), especially in students with a high degree of involvement (with grades about 1.5 points higher). In addition, the grades standard deviation values were lower (in about one point), ensuring a better general students level. The students are a little reluctant to this new methodology, but thanks to it, they tend to work more (12% of the students work more hours per week), to attend more to class (at least 10% more), and to attend in a higher ratio to exams (around 20%).