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Effectiveness of flip teaching on engineering students' performance in the physics lab

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Effectiveness of flip teaching on engineering students' performance in the physics lab

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dc.contributor.author Gómez-Tejedor, José-Antonio es_ES
dc.contributor.author Vidaurre, Ana es_ES
dc.contributor.author Tort-Ausina, Isabel es_ES
dc.contributor.author Molina Mateo, José es_ES
dc.contributor.author Serrano, María-Antonia es_ES
dc.contributor.author Meseguer Dueñas, José María es_ES
dc.contributor.author Martínez Sala, Rosa María es_ES
dc.contributor.author Quiles Casado, Susana De La Salud es_ES
dc.contributor.author Riera Guasp, Jaime es_ES
dc.date.accessioned 2021-05-13T03:31:51Z
dc.date.available 2021-05-13T03:31:51Z
dc.date.issued 2020-01 es_ES
dc.identifier.issn 0360-1315 es_ES
dc.identifier.uri http://hdl.handle.net/10251/166259
dc.description.abstract [EN] The progressive introduction of the flip teaching (FT) instructional model into higher education has accelerated in recent years. The FT methodology seems to be especially suitable for laboratory practice sessions: before the lab session the students are given documents and videos that explain the theoretical contents and the experimental procedure. When this material is studied in advance, the practice session can be devoted to the discussion, clarification and practical application of the acquired knowledge. This paper describes the effect of the FT methodology on the students¿ academic performance when it was applied to the laboratory practice in two subjects, Physics and Electricity, of a technical degree. The laboratory and final grades of these subjects were compared in four consecutive years. The characteristics of all four years were quite similar, except that the traditional teaching method (TM) was used in two, while FT was applied in the other two. The statistical analysis shows that the academic results of the students were better in both subjects under FT than those obtained using TM, and that the difference was statistically significant. es_ES
dc.description.sponsorship This work was supported by the Universitat Politecnica de Valencia [Project PIME/2018/B25 Convocatoria de Proyectos de Innovacion y Convergencia de la UPV]. es_ES
dc.language Inglés es_ES
dc.publisher Elsevier es_ES
dc.relation.ispartof Computers & Education es_ES
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Adult learning es_ES
dc.subject Distributed learning environments es_ES
dc.subject Improving classroom teaching es_ES
dc.subject Multimedia/hypermedia systems es_ES
dc.subject Teaching/learning strategies es_ES
dc.subject.classification FISICA APLICADA es_ES
dc.title Effectiveness of flip teaching on engineering students' performance in the physics lab es_ES
dc.type Artículo es_ES
dc.identifier.doi 10.1016/j.compedu.2019.103708 es_ES
dc.relation.projectID info:eu-repo/grantAgreement/UPV//PIME%2F2018%2FB25/ es_ES
dc.rights.accessRights Abierto es_ES
dc.contributor.affiliation Universitat Politècnica de València. Departamento de Física Aplicada - Departament de Física Aplicada es_ES
dc.description.bibliographicCitation Gómez-Tejedor, J.; Vidaurre, A.; Tort-Ausina, I.; Molina Mateo, J.; Serrano, M.; Meseguer Dueñas, JM.; Martínez Sala, RM.... (2020). Effectiveness of flip teaching on engineering students' performance in the physics lab. Computers & Education. 144:1-11. https://doi.org/10.1016/j.compedu.2019.103708 es_ES
dc.description.accrualMethod S es_ES
dc.relation.publisherversion https://doi.org/10.1016/j.compedu.2019.103708 es_ES
dc.description.upvformatpinicio 1 es_ES
dc.description.upvformatpfin 11 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 144 es_ES
dc.relation.pasarela S\394057 es_ES
dc.contributor.funder Universitat Politècnica de València es_ES
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