Flipped Learning in Engineering Modules Is More Than Watching Videos: The Development of Personal and Professional Skills

Fernando Suárez, Juan Carlos Mosquera Feijóo, Isabel Chiyón and Marcos García Alberti
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Fernando Suárez: Departamento de Ingeniería Mecánica y Minera, Universidad de Jaén, 23700 Linares, Spain
Juan Carlos Mosquera Feijóo: Departamento de Mecánica de Medios Continuos y Teoría de Estructuras, Universidad Politécnica de Madrid, 28040 Madrid, Spain
Isabel Chiyón: Departamento de Ingeniería Industrial y de Sistemas, Facultad de Ingeniería, Universidad de Piura, Piura 20009, Peru
Marcos García Alberti: Departamento de Ingeniería Civil Construcción, Universidad Politécnica de Madrid, 28040 Madrid, Spain

Sustainability, 2021, vol. 13, issue 21, 1-20

Abstract: The Accreditation Board for Engineering and Technology (ABET) has highlighted two key outcomes for students of all accredited engineering programs: the ability to communicate effectively with a range of audiences and the capacity to acquire and apply new knowledge as needed, using appropriate learning strategies. Likewise, in recent years, written exams, assignments, and oral presentations show transmission-skill deficiencies among engineering students. Flipped teaching serves to boost students to meet these outcomes and other competencies: comprehension reading, communication skills, character building, collaborative work, critical thinking, or creativity. So, flipped learning is more than watching videos. This research proposes two evidence-based transferable learning strategies built on a flipped-teaching model and was applied by the authors in engineering courses during the second year of the global pandemic caused by COVID-19: problem-based learning and teamwork assignments. The study comprised two phases. First, a systematic review of reports, writings, and exams delivered by students. It included some video-watching analytics to detect misuse. In the second stage, the authors ascertained trends of these outcomes. Student perceptions and other achievement indicators illustrate the possibilities for encouraging learners to achieve transmission, communication, and literacy outcomes. Results indicate that these learner-centered approaches may help students learn better, comprehend, apply, and transmit knowledge. But they require an institutional commitment to implementing proactive instruction techniques that emphasize the importance of student communication skills.

Keywords: flipped learning; COVID-19; personal competencies; engineering outcomes; educational innovation; instructional materials; educational change; engineering education; meaningful learning (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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