View in EDS HTML Full Text PDF Full Text

Analysis of academic results from implementation of a flipped learning methodology in a subject in higher engineering education.

Saved in:
Bibliographic Details
Title: Analysis of academic results from implementation of a flipped learning methodology in a subject in higher engineering education.
Authors: Galindo‐Melero, Jesús1, Sanz‐Angulo, Pedro1, De‐Diego‐Poncela, Santiago2, Martín, Óscar3 oml@uva.es
Source: European Journal of Education. Jun2024, Vol. 59 Issue 2, p1-34. 34p.
Subject Terms: *Engineering education, *Flipped classrooms, *Higher education, *COVID-19 pandemic, Soft skills
Abstract: Flipped learning (FL) has positive effects on the teaching–learning process. Nevertheless, and given that it is a relatively new methodology, it still raises some misgivings. This work aims to highlight the potential of FL by the analysis of academic results in a subject in higher engineering education and, thus, to contribute to overcome possible misgivings. Methods were based on statistical analysis, using Pearson's correlation coefficient (PCC), and comparative analysis using graphs. Data from eight academic years were analysed, three with traditional methodology and five with FL. Influence of specific factors, such as participation in FL activities, on students' performance over time has been identified. FL has a very positive impact on students' academic performance and the active participation of students' results in a significant increase in the pass rate as well as in the quality of learning. These improvements have increased over time despite challenges such as the COVID‐19 pandemic. [ABSTRACT FROM AUTHOR]
Copyright of European Journal of Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 177377902
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Analysis of academic results from implementation of a flipped learning methodology in a subject in higher engineering education.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Galindo‐Melero%2C+Jesús%22">Galindo‐Melero, Jesús</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Sanz‐Angulo%2C+Pedro%22">Sanz‐Angulo, Pedro</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22De‐Diego‐Poncela%2C+Santiago%22">De‐Diego‐Poncela, Santiago</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Martín%2C+Óscar%22">Martín, Óscar</searchLink><relatesTo>3</relatesTo><i> oml@uva.es</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Education%22">European Journal of Education</searchLink>. Jun2024, Vol. 59 Issue 2, p1-34. 34p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Engineering+education%22">Engineering education</searchLink><br />*<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br /><searchLink fieldCode="DE" term="%22Soft+skills%22">Soft skills</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Flipped learning (FL) has positive effects on the teaching–learning process. Nevertheless, and given that it is a relatively new methodology, it still raises some misgivings. This work aims to highlight the potential of FL by the analysis of academic results in a subject in higher engineering education and, thus, to contribute to overcome possible misgivings. Methods were based on statistical analysis, using Pearson's correlation coefficient (PCC), and comparative analysis using graphs. Data from eight academic years were analysed, three with traditional methodology and five with FL. Influence of specific factors, such as participation in FL activities, on students' performance over time has been identified. FL has a very positive impact on students' academic performance and the active participation of students' results in a significant increase in the pass rate as well as in the quality of learning. These improvements have increased over time despite challenges such as the COVID‐19 pandemic. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of European Journal of Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=177377902
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/ejed.12611
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 34
        StartPage: 1
    Subjects:
      – SubjectFull: Engineering education
        Type: general
      – SubjectFull: Flipped classrooms
        Type: general
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: COVID-19 pandemic
        Type: general
      – SubjectFull: Soft skills
        Type: general
    Titles:
      – TitleFull: Analysis of academic results from implementation of a flipped learning methodology in a subject in higher engineering education.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Galindo‐Melero, Jesús
      – PersonEntity:
          Name:
            NameFull: Sanz‐Angulo, Pedro
      – PersonEntity:
          Name:
            NameFull: De‐Diego‐Poncela, Santiago
      – PersonEntity:
          Name:
            NameFull: Martín, Óscar
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Text: Jun2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 01418211
          Numbering:
            – Type: volume
              Value: 59
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: European Journal of Education
              Type: main
ResultId 1