The Flipped Classroom method in graphic subjects
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2021Subject/s
Abstract
One of the problems detected in the first years of university education is the demotivation of the students and the lack of interest in learning, which inevitably triggers school failure and dropout. In this framework, in the School of Building Engineering of the Polytechnic University of Valencia, the teaching methodology called "reverse teaching" has been tested in the field of Architectural Drawing. The main objective has been to achieve a greater interaction of the students, leading to an increase in performance. The methodology is based on the "Flipped Classroom" and "Blended Learning" and the contribution of virtual teaching content. This material is consulted and analyzed by the student prior to the face-to-face class, so that during it, it is discussed and applied to practical examples. To strengthen knowledge, the student, after class in the classroom, continues to learn through autonomous work. The results imply a greater follow-up of the student, an increase in motivation and an improvement in the acquisition of transversal skills. In this way, the teacher becomes a learning guide and leaves behind the role of a simple transmitter of knowledge.
One of the problems detected in the first years of university education is the demotivation of the students and the lack of interest in learning, which inevitably triggers school failure and dropout. In this framework, in the School of Building Engineering of the Polytechnic University of Valencia, the teaching methodology called "reverse teaching" has been tested in the field of Architectural Drawing. The main objective has been to achieve a greater interaction of the students, leading to an increase in performance. The methodology is based on the "Flipped Classroom" and "Blended Learning" and the contribution of virtual teaching content. This material is consulted and analyzed by the student prior to the face-to-face class, so that during it, it is discussed and applied to practical examples. To strengthen knowledge, the student, after class in the classroom, continues to learn through autonomous work. The results imply a greater follow-up of the student, an increase in motivation and an improvement in the acquisition of transversal skills. In this way, the teacher becomes a learning guide and leaves behind the role of a simple transmitter of knowledge.
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