Students' Opinion About a Teaching Model Based on Team Work, Continuous Formative Evaluation and Flip Teaching Organized Through an E-Learning Platform

Vidaurre, Ana; Tort-Ausina, Isabel; Martínez-Sala, Rosa; Riera, Jaime; Gámiz-González, M. Amparo; Dueñas, José María Meseguer; Gómez-Tejedor, José A.

doi:10.21125/edulearn.2018.0179

Cited by 2 publications

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“…Continuous assessment with different tasks and exams was programmed along the course. Some gamification activities, as Kahoot were also used [10].…”

Section: Methodsmentioning

confidence: 99%

Are We Ready for a Chronic Crisis? Reflections on the Experience of Teaching During Confinement

Tort-Ausina¹,

Vidaurre²,

Riera³

et al. 2021

EDULEARN Proceedings

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The lockdown period that started on March 2020 due to the COVID-19 pandemic was a big challenge for students and teachers. Technology made the continuation of the teaching easier, and it also allowed teachers to keep the contact both with colleagues and with students. New teaching and evaluation methodologies and new coordination and cooperation systems had to be quickly implemented. Our previous experience in flipped teaching, active methodologies and validation of online exams, helped us to tackle the transition from face-to-face to fully online teaching. The experience was satisfactory for the theory classes, but some problems in the laboratory classes have emerged.After that, right now, some extra work is needed to overcome these difficulties considering that maybe the situation would become chronic. Once that we got over the shock of the first moment, the question is whether the resilience mechanisms will remain, and if the hybrid teaching (face-to-face & online) can replace effectively face-to-face teaching for a long time. In this work we present the students' opinion on this question. The analysis has been performed at the School of Design Engineering of the Universitat Politècnica de València, in different courses of physics of several engineering degrees (all of them, first academic year courses).One example of good practice during confinement was the weekly coordination meetings between teachers of the same course and between teachers of physics courses in different degrees. Another one was the online exams, taking advantage of the automatic correction tests, and including images of the documents written by the students for later review.The academic results were comparable to those of a normal course and student and teachers' surveys were conducted to know their opinion. The good performance during this new situation was due to the collaboration, patience, understanding and trust of the students and teachers that was created in those moments of crisis.Students' opinion on the online teaching during their lockdown was positive. This work shows this students' opinion on the methodology used during the lockdown, and the process from previous flipped teaching methodologies experiences to a completely online teaching. At the same time, the students' opinion on the laboratory practices was also analysed.Finally, this work also shows the reflection of the involved teachers on the additional workload and on the capacity for cooperation and communication between them, during the lockdown period and the subsequent year.After gathering the opinion of teachers and students, we can conclude that the situation of the pandemic has been addressed with reasonable success. Performance of students is not affected, the theoretical classes have been developed normally, while the practical classes seem to need some changes to be adapted to the new situation as far as possible. Given that this situation persists, it is useful to carry out this type of study to be able to adapt teaching to future circumstances.

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“…Continuous assessment with different tasks and exams was programmed along the course. Some gamification activities, as Kahoot were also used [10].…”

Section: Methodsmentioning

confidence: 99%

Are We Ready for a Chronic Crisis? Reflections on the Experience of Teaching During Confinement

Tort-Ausina¹,

Vidaurre²,

Riera³

et al. 2021

EDULEARN Proceedings

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“…En este trabajo se analizan los resultados de una encuesta de opinión sobre la aplicación de la docencia inversa en las asignaturas de Física de los grados de Ingeniería Aeroespacial, Ingeniería Informática y la asignatura de Biofísica en el Grado de Ingeniería Biomédica. La implementación de la metodología de DIN en todos los casos es similar y ha sido descrita previamente (Bernal-Perez et al, 2019;Gómez-Tejedor et al, 2020;Vidaurre et al, 2018;Vidaurre et al, 2017). Los estudiantes disponen de una programación semanal de todo el curso.…”

Section: Desarrollo De La Innovaciónunclassified

“…La aplicación de la DIN en las asignaturas de Física ha dado lugar a resustados que, en general, son positivos, mejorando los resultados académicos de la enseñanza convencional (Gómez-Tejedor et al, 2020). En trabajos previos, los autores han encontrado cierta reticencia por parte de los estudiantes a la implantación de la metodología DIN (Vidaurre et al, 2018). El objeto de este trabajo es porfundizar en el tema de la percepción que tienen los estudiantes de grupos numerosos de primeros cursos respecto a la aplicación de la DIN en las asignaturas de Física.…”

Section: Introductionunclassified

Hacia una aplicación efectiva de Metodología Inversa en las asignaturas de Física de primeros cursos de Grado

Gómez-Tejedor

Tort-Ausina

Vidaurre

et al. 2020

Libro De Actas IN-RED 2020: VI Congreso De Innovación Edicativa Y Docencia en Red

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This paper presents the experience of implementing flipped teaching in physics subjects in the first courses of Aerospace Engineering, Computer Engineering and Biomedical Engineering degrees. In order to obtain the opinion of the students, a series of surveys with open and multiple choice questions have been carried out. The results show a great variability of opinions even within the students belonging to the same group. In general, students value positively the efforts made by teachers, but it is necessary for teachers to carry out a series of measures in order to achieve a successful implementation. Among them, it is necessary that the available contents be perfectly structured and accessible, that the contents be interactive and allow information on how the learning process is evolving, that the level of students workload is sustainable and that teachers are aware of that the transition in the learning model requires certain empathy. The implementation of flipped teaching is therefore a complex process that requires a specific adaptation to the teaching context where it is applied.

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Students' Opinion About a Teaching Model Based on Team Work, Continuous Formative Evaluation and Flip Teaching Organized Through an E-Learning Platform

Cited by 2 publications

References 0 publications

Are We Ready for a Chronic Crisis? Reflections on the Experience of Teaching During Confinement

Are We Ready for a Chronic Crisis? Reflections on the Experience of Teaching During Confinement

Hacia una aplicación efectiva de Metodología Inversa en las asignaturas de Física de primeros cursos de Grado

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