Abstract

PERTUZ, Said. Perception of Engineering Students on Remote Teaching with the Flipped-Classroom Strategy. Rev. ing. univ. Medellín [online]. 2021, vol.20, n.39, pp.231-250.  Epub June 28, 2022. ISSN 1692-3324.  https://doi.org/10.22395/rium.v20n39a13.

This text reports the results of a perception study of the students of remote teaching of the flipped-classroom method in comparison to two strategies of regular face-to-face teaching: classic elñcturing and learning based on projects. The perceptions study follows a cohort design where the students have the chance of experimenting the different pedagogic strategies in a sequence and perform an assessment at the course’s end. The perception evaluation takes into account six criteria: comprehension, theoretical concepts appropriation, disciplinary formation, integral formation, dedication and academic burden, interaction among the subjects of the process and active learning. In a pilot study with 36 students of an engineering undergraduate program, remote teaching through flipped classrooms is always better or equally valued than those face-to-face strategies in all the considered criteria.

Keywords : flipped classroom; online teaching; flipped-classroom; higher education; engineering; project-based learning; undergraduate; TIC; virtual classroom; remote teaching.

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