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From traditional teaching to flipped classroom: Impact on learning in engineering degrees

  • Aura Hernàndez-Sabaté [1] ; Lluís Albarrací [1] Árbol académico ; Oriol Ramos [1] Árbol académico ; Debora Gil [1] ; Carles Sánchez [1] ; Enric Martí [1] Árbol académico
    1. [1] Universitat Autònoma de Barcelona

      Universitat Autònoma de Barcelona

      Barcelona, España

  • Localización: JOTSE, ISSN-e 2013-6374, Vol. 14, Nº. 3, 2024 (Ejemplar dedicado a: Towards a sustainable school culture), págs. 798-814
  • Idioma: inglés
  • DOI: 10.3926/jotse.2623
  • Enlaces
  • Resumen

    • Computer engineering students should develop competences related to the contents of databases design and SQL queries. For this purpose, the recommendations on the convenience of changing the traditional teaching methodology to the flipped classroom are followed. In this article we present a quantitative study in which we compare the potential for the development of engineering students' competences in the design and use of databases of the flipped classroom methodology and the traditional teaching methodology. The results obtained in the evaluation of the subject in two different courses are compared. In the first course, traditional teaching methodology was used. In the second one, flipped classroom was used when its implementation had already been tried and tested. The results of the content blocks of database design and SQL queries are compared, according to the type of learning promoted. In this article we show evidence that the implementation of the flipped classroom teaching methodology provides different results depending on the learning promoted and on the specific contents in the subject of relational databases. The benefits of implementing the flipped classroom depend on the content and type of learning promoted. We have found evidence that they improve theoretical learning outcomes for database design and in the resolution of non-reproductive activities in the SQL queries block. No conclusive benefits are reported for students’ competency development for either of the two content blocks.

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