Aplicación de la Clase Inversa en la Enseñanza de la Electrónica Analógica en un Grupo de Alto Rendimiento Académico
[EN] The need of increasing the participation of the student in the teaching and learning process at University has led to the concept of flip teaching. This methodology is characterized by the fact that the student works on the theoretical concepts independently and using mainly audiovisual materia...
| Authors: | , , |
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| Format: | book part |
| Publication Date: | 2017 |
| Country: | España |
| Institution: | Universitat Politècnica de València (UPV) |
| Repository: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Language: | Spanish |
| OAI Identifier: | oai:riunet.upv.es:10251/106050 |
| Online Access: | https://riunet.upv.es/handle/10251/106050 |
| Access Level: | Open access |
| Keyword: | Educación superior Enseñanza superior Tecnologías y educación Innovación educativa Clase inversa Grupo de alto rendimiento académico Polimedia SOCRATIVE TECNOLOGIA ELECTRONICA |
| Summary: | [EN] The need of increasing the participation of the student in the teaching and learning process at University has led to the concept of flip teaching. This methodology is characterized by the fact that the student works on the theoretical concepts independently and using mainly audiovisual materials. Later, the student works on applied activities in the teaching room under the teacher supervision, in order to reinforce his learning. The objective of the present study is to evaluate the impact of flip teaching in analog electronics in the Degree of Engineering in Electronics and Automatics. This methodology has been applied during the academic years 2014-2015, 2015- 2016, and 2016-2017 in the group of high academic performance (ARA group), in which English is the medium of instruction. 95% of our students considered that flip teaching was a very adecuate methodology for the teaching and learning process of this course. Furthermore, the evaluation methods based on the tool SOCRATIVE have been positevely accepted. Finally, the academic performance was higher in the ARA group with respect to the rest of the groups, which did not happen in previous years when no flip teaching was applied at all. |
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