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Flipping laboratory sessions: An experience in computer science

  • José A. Parejo [1] ; Javier Troya [1] ; Sergio Segura [1] ; Adela del-Río-Ortega [1] ; Antonio Gámez-Díaz [1] ; Alfonso E. Márquez-Chamorro [1]
    1. [1] Universidad de Sevilla

      Universidad de Sevilla

      Sevilla, España

  • Localización: Revista Iberoamericana de Tecnologías del Aprendizaje: IEEE-RITA, ISSN 1932-8540, Vol. 15, Nº. 3, 2020 (Ejemplar dedicado a: Agosto), págs. 183-191
  • Idioma: inglés
  • DOI: 10.1109/RITA.2020.3008132
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  • Resumen
    • This paper reports our experience in flipping a second- year undergraduate course on software architecture and integration, taught in the second course of a Software Engineering degree. We compare the application of the flipped-classroom methodology with a traditional methodology. Our study encompasses two academic courses, in the years 2017 and 2018, and involves a total number of 434 students and 6 lecturers, placing this among the largest studies on flipped-classroom to date. The paper also reports on the production of the videos used with the flipped-classroom methodology, recorded by the lecturers in informal settings, and provides several lessons learned in this regard. The results of the study, backed by a solid statistical analysis of the data, demonstrate the suitability of the flipped-classroom methodology for laboratory sessions in the subject course. Among other results, our analysis concluded that students had on average 24 more minutes per session to solve in-class exercises with the flipped-classroom methodology; more than 70% of the students considered that the quantity, duration and didactic content of the videos were (very) appropriate; and 9 out of every 10 students would prefer this methodology in the laboratory sessions of future courses rather than a traditional face-to-face approach.

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