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Redesigning a Freshman Engineering Course to Promote Active Learning by Flipping the Classroom through the Reuse of MOOCs

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dc.affiliation.dptoUC3M. Departamento de Ingeniería Telemáticaes
dc.affiliation.grupoinvUC3M. Grupo de Investigación: Aplicaciones y Servicios Telemáticos (GAST)es
dc.contributor.authorAlario-Hoyos, Carlos
dc.contributor.authorEstévez Ayres, Iria Manuela
dc.contributor.authorDelgado Kloos, Carlos
dc.contributor.authorMuñoz Merino, Pedro José
dc.contributor.authorLlorente Pérez, Enrique
dc.contributor.authorVillena Román, Julio
dc.contributor.funderMinisterio de Economía y Competitividad (España)es
dc.contributor.funderComunidad de Madrides
dc.contributor.funderEuropean Commissionen
dc.date.accessioned2020-10-09T09:26:46Z
dc.date.available2020-10-09T09:26:46Z
dc.date.issued2019-01-01
dc.description.abstractMOOCs have made it possible not only to provide quality open education for any learner worldwide, but also to rethink the way on-campus teaching is delivered. The materials produced for a MOOC can be consumed by on-campus students before arriving to the classroom, using class time to do activities that promote active learning, following this way a flipped classroom strategy. This paper presents the experience of redesigning a first-year engineering course with a large number of students (over 400 each year), in which MOOCs are reused, and a flipped classroom strategy is implemented, dedicating most of traditional lecture time to do hands-on, interactive activities. The results show an increase in students' motivation, both in the use of MOOC content outside the classroom, and in the realization of hands-on, interactive activities inside the classroom. In relation to the teacher, having information on students' previous work outside the classroom, and on students' work in the hands-on, interactive activities carried out inside the classroom, allows understanding better the differences between groups, tailoring the explanations during class time, and providing proper reinforcement activities to be done after class.en
dc.description.sponsorshipThe authors acknowledge the eMadrid Network, which is funded by the Madrid Regional Government (Comunidad de Madrid) with grant No. S2013/ICE-2715. This work also received partial support from the Spanish Ministry of Economy and Competitiveness, Project RESET (TIN2014-53199-C3-1-R) and Project Smartlet (TIN2017-85179- C3-1-R), and from the European Commission through Erasmus+ projects MOOC-Maker (561533-EPP-1-2015-1- ES-EPPKA2-CBHE-JP), SHEILA (562080-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD), COMPASS (2015-1- EL01-KA203-014033), COMPETEN-SEA (574212-EPP-1-2016-1-NL-EPPKA2-CBHE-JP), and LALA (586120- EPP-1-2017-1-ES-EPPKA2-CBHE-JP).en
dc.identifier.bibliographicCitationInternational Journal of Engineering Education (2019), 35 (1), 358-396
dc.identifier.issn0949-149X
dc.identifier.publicationfirstpage385
dc.identifier.publicationissue1
dc.identifier.publicationlastpage396
dc.identifier.publicationtitleInternational Journal of Engineering Educationen
dc.identifier.publicationvolume35
dc.identifier.urihttps://hdl.handle.net/10016/31169
dc.identifier.uxxiAR/0000022922
dc.language.isoeng
dc.relation.projectIDComunidad de Madrid. S2013/ICE-2715es
dc.relation.projectIDGobierno de España. TIN2014-53199-C3-1-Res
dc.relation.projectIDGobierno de España. TIN2017-85179-C3-1-Res
dc.rights© International Journal of Engineering Education
dc.rights.accessRightsopen accesses
dc.subject.ecienciaTelecomunicacioneses
dc.subject.otherFlipped classroomen
dc.subject.otherMoocsen
dc.subject.otherActive learningen
dc.subject.otherEngineering Educationen
dc.subject.otherDeepen
dc.titleRedesigning a Freshman Engineering Course to Promote Active Learning by Flipping the Classroom through the Reuse of MOOCsen
dc.typeresearch article*
dc.type.hasVersionAM*
dspace.entity.typePublication
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