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首页> 外文会议>International Technology, Education and Development Conference >(1369) AN EXPERIMENT IN FLIPPED LEARNING IN HIGHER EDUCATION. THE STUDY OF THE INFLUENCE OF FLIPPED LEARNING IN THE MOTIVATION OF ENGINEERING STUDENTS
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(1369) AN EXPERIMENT IN FLIPPED LEARNING IN HIGHER EDUCATION. THE STUDY OF THE INFLUENCE OF FLIPPED LEARNING IN THE MOTIVATION OF ENGINEERING STUDENTS

机译：（1369）在高等教育中翻转学习的实验。翻转学习在工程学生动机中的影响研究

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Since the year 2000 the Flipped Learning scene has been growing in relevance and has beenthoroughly researched in primary and secondary education levels. Only recently have these studiescaught up with teaching in college and university. In higher education, research is scarce and stilllacks the entity of that of lower levels.Flipped Learning is the general name for a number of pedagogical techniques and methods that seekto turn the student into the agent of his own learning, putting him in the center of the learning process.Lecturing is removed from classrooms where learning is achieved through practice and collaborativeactivities. Lectures are to be covered by students outside the classroom through multimedia contentscreated or recommended by the teacher. The teacher's role is now tilted towards that of a guide andcoach during class time.For two consecutive semesters in the year 2014 at the Universidad Europea de Madrid (UEM) anexperiment in flipped classroom took place. During that time three groups of engineering students ofthe 100% English programs of computer engineering and mechanical engineering (a total of 85students), studied the second course subject of statistics. Two of the groups had the second half ofthe subject flipped and the third group would serve as a control group to test the methodology.Each group took the same tests on the same dates; the methodology was implemented after amidterm test and went on for a span of 6 weeks. Each group answered a survey before theimplementation and after the final exam at the end of the course. They were asked to evaluate theperception of their self-learning and those groups were the methodology was implemented were alsoquestioned about their inclinations towards it. A final test was passed by all three groups a month afterthe course was over to study the impact of the methodology in long term learning.Multimedia content for the classes was created specifically by the authors of this article. Most of thelectures were videos hosted on youtube.com, extended and complemented by a number of moreclassic documents. All this was indexed and available on a moodle based Virtual Campus thatstudents had full access to. The videos were all uploaded to a specific channel called Aula UE createdfor hosting teaching tutorials in 2013 by the authors under the UEM guidelines.Inside the classroom, students were broken into groups of two or three. A number of proposedstatistical problems would then have to be solved collaboratively and handed in by the end of the classby each group. Problems covered those areas proposed as topics for that day on the virtual campus.Group members could not be together in future sessions till they had cycled through the whole class,attenuating the influence of rigid group structures.This paper's intention is to thoroughly describe the way in which the methodology was implemented. Italso seeks to statistically analyze the data recovered from the experiment and study the influence ofthe implementation of a flipped classroom methodology in the motivation of students and the numberof potential dropouts from the course it prevents. The first gross study of numbers turned out that therewere an average 10% less dropouts during the course in those groups where Flipped Learning wasimplemented. A more detailed study is described in the paper itself, were groups attendance anddropout levels are compared with those other subjects of the same year.
机译：自2000年自2000年以来，翻转的学习现场具有相关性，并在中小学教育水平中丧失地研究。最近只有在学院和大学教学中才能研究。在高等教育中，研究是稀缺的，仍然存在较低级别的实体。紫思考是一些教学技巧和方法的一般名称，即寻求将学生转变为自己学习的代理人，把他放在中心学习过程。从教室中删除了学习的课堂，通过实践和协作实现。讲座将由教室以外的学生通过多媒体内容或教师推荐的学生覆盖。教师的角色现在朝着课堂上倾向于指导和科安赫的角色。在2014年在2014年的连续学期，在Madriped教室的欧洲欧洲欧洲欧洲欧洲统计学（UEM）中连续两个学期。在此期间，三组工程学生100％的计算机工程和机械工程课程（共85个），研究了第二课程的统计主题。其中两个组的后半部分被翻转，第三组将作为对照组来测试该方法。家庭在同一日期采取相同的测试;该方法在Amidterm测试后实施并继续进行6周的跨度。每组在课程结束时申请了一项调查，并在期末考试后。他们被要求评估他们的自学，这些群体是实施的方法，也是对其倾向的还有倾向。所有三组在课程结束后通过所有三个组通过了最终测试，以研究方法论在长期学习中，这篇文章的作者创建了课程的内容。大多数TheCentures是托管在Youtube.com上的视频，延伸和补充了许多怪异文件。所有这些都是索引，可在Moodle基于Moodle的虚拟校园内获得，众议院可以完全访问。这些视频都上传到一个特定的频道，称为Aula UE创建的托管教学教程，由UEM指南下的作者。在教室里，学生被分成了两三组。然后必须通过每个组的CLASEBORY协作并在CLASSBORY的末尾进行协作和交付许多拟议的统计问题。问题涵盖了那些在虚拟校园内那一天的主题所提出的领域。群体成员在未来的会议上不能在一起，直到他们骑行全班，减轻刚性集团结构的影响。本文的意图是彻底描述方式其中实施了方法。 ITALSO旨在统计分析从实验中恢复的数据，并研究了在学生的动机中实现了翻转课堂方法的影响，并且潜在辍学的潜在辍学的潜在辍学的影响。第一个对数字的综合研究结果证明，在那些翻转学习的课程中，平均平均下降10％的辍学措施。本文中描述了更详细的研究，与同一年的其他主题进行比较，将群体出席和曲线排列水平进行了比较。

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