Implementing the flipped classroom methodology to the subject Applied computing of two engineering degrees at the University of Barcelona

• Published in: Journal of Technology and Science Education Vol. 7; no. 2; pp. 119 - 135
• Main Authors: Iborra Urios, Montserrat, Ramírez Rangel, Eliana, Badia Córcoles, Jordi Hug, Bringué Tomàs, Roger, Tejero Salvador, Javier
• Format: Journal Article
• Language: English
• Published: JOTSE: Journal of technology and science education 2017; Omnia Science; Journal of Technology and Science Education
• Subjects: Active learning; Aprenentatge actiu; Blended Learning; Chemistry education; Classe inversa; College Students; Educational innovations; Educational Technology; Engineering Education; Ensenyament de la química; Flipped classroom; Foreign Countries; High Schools; Homework; Innovacions educatives; Program Development; Program Evaluation; Program Implementation; Questionnaires; Student Attitudes; Student Centered Learning; Surveys; Teaching Methods; Technology Uses in Education; Video Technology; Spain (Barcelona)
• ISSN: 2013-6374; 2014-5349; 2013-6374
• DOI: 10.3926/jotse.244

This work is focused on the implementation, development, documentation, analysis, and assessment of the flipped classroom methodology, by means of the just-in-time teaching strategy, for a pilot group (1 out of 6) in the subject “Applied Computing” of both the Chemical and Materials Engineering Undergraduate Degrees of the University of Barcelona. Results show that this technique promotes self-learning, autonomy, time management as well as an increase in the effectiveness of classroom hours