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Uncovering flipped-classroom problems at an engineering course on Systems Architecture through data-driven learning design

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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.authorEstévez Ayres, Iria Manuela
dc.contributor.authorArias Fisteus, Jesús
dc.contributor.authorUguina Gadella, Lucía
dc.contributor.authorAlario-Hoyos, Carlos
dc.contributor.authorDelgado Kloos, Carlos
dc.contributor.funderComunidad de Madrides
dc.contributor.funderMinisterio de Economía y Competitividad (España)es
dc.date.accessioned2020-11-10T11:48:54Z
dc.date.available2020-11-10T11:48:54Z
dc.date.issued2018-05
dc.description.abstractFlipped classroom is a student-centered methodology that can help engineering students to acquire the cross-curricular skills demanded by society. However, its effectiveness relies on the commitment of both instructors and students. In particular, this strategy requires students to work on a number of proposed activities before face-to-face classes. Then, in order to follow the most appropriate path in those classes, instructors need a reliable way to know at which degree their students worked on those proposed activities, what issues they encountered while doing them and which concepts need to be reinforced in class. This paper presents a case study of a flipped-classroom undergraduate engineering course. By using data-driven learning design and learning analytics techniques we show that: (1) by delaying their work on the course activities our students actually drove the course towards the traditional approach; (2) despite directly asking students at the beginning of a face-to-face class might seem to be an appropriate way of getting reliable information about their previous work, it may lead instructors to erroneous conclusions; (3) our students were strongly mark- and deadline-oriented, but even a small grade encouraged them to work on the assignments; (4) the gathering and checking of students' learning data before the class can help instructors to tailor the lesson design; and (5) if students did not work on pre-class activities, dedicating a small amount of time of the in-class lesson to explain the most difficult concepts can help students to be more efficient with their work, at the cost of losing some of the spirit of the flipped classroom.en
dc.description.sponsorshipThis work was partially funded by: the Madrid Regional Government (Comunidad de Madrid), through the eMadrid Network (S2013/ICE-2715); by the Spanish Ministry of Competitiveness and Economy, through projects RESET (TIN2014-53199-C3-1-R) and AUDACity (TIN2016-77158-C4-1-R) and through the thematic network of excellence, SNOLA (TIN2015-71669-REDT); and by the European Commission, through Erasmus+ projects MOOC-Maker (561533-EPP-1-2015-1-ESEPPKA2-CBHE-JP), SHEILA (562080-EPP-1-2015-1-BEEPPKA3-PI-FORWARD), COMPASS (2015-1-EL01-KA203-014033), and COMPETEN-SEA (574212-EPP-1-2016-1-NL-EPPKA2-CBHE-JP).en
dc.format.extent14es
dc.identifier.bibliographicCitationInternational Journal of Engineering Education Vol. 34, No. 3, 2018, Pp. 865-878en
dc.identifier.issn0949-149X
dc.identifier.publicationfirstpage865es
dc.identifier.publicationissue3es
dc.identifier.publicationlastpage878es
dc.identifier.publicationtitleINTERNATIONAL JOURNAL OF ENGINEERING EDUCATIONen
dc.identifier.publicationvolume34es
dc.identifier.urihttps://hdl.handle.net/10016/31360
dc.identifier.uxxiAR/0000021994
dc.language.isoengen
dc.publisherTEMPUSen
dc.relation.projectIDGobierno de España. TIN2014-53199-C3-1-R/RESETes
dc.relation.projectIDGobierno de España. TIN2016-77158-C4-1-R/AUDACityes
dc.relation.projectIDGobierno de España. TIN2015-71669-REDTes
dc.relation.projectIDComunidad de Madrid. S2013/ICE-2715es
dc.relation.publisherversionhttps://www.ijee.ie/contents/c340318.htmlen
dc.rights© 2018 TEMPUS Publications.en
dc.rights.accessRightsopen accessen
dc.subject.ecienciaTelecomunicacioneses
dc.subject.otherFlipped learningen
dc.subject.otherEngineering educationen
dc.subject.otherLearning analyticsen
dc.subject.otherLearning designen
dc.subject.otherChallengesen
dc.titleUncovering flipped-classroom problems at an engineering course on Systems Architecture through data-driven learning designen
dc.typeresearch article*
dc.type.hasVersionVoR*
dspace.entity.typePublication
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