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

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 learni...

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Autores principales:	Fernando Suárez, Juan Carlos Mosquera Feijóo, Isabel Chiyón, Marcos García Alberti
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	flipped learning COVID-19 personal competencies engineering outcomes educational innovation instructional materials Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
Acceso en línea:	https://doaj.org/article/138232719ce14ee3a76fbf4a4269d479
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spelling	oai:doaj.org-article:138232719ce14ee3a76fbf4a4269d4792021-11-11T19:50:26ZFlipped Learning in Engineering Modules Is More Than Watching Videos: The Development of Personal and Professional Skills10.3390/su1321122902071-1050https://doaj.org/article/138232719ce14ee3a76fbf4a4269d4792021-11-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/21/12290https://doaj.org/toc/2071-1050The 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.Fernando SuárezJuan Carlos Mosquera FeijóoIsabel ChiyónMarcos García AlbertiMDPI AGarticleflipped learningCOVID-19personal competenciesengineering outcomeseducational innovationinstructional materialsEnvironmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 12290, p 12290 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	flipped learning COVID-19 personal competencies engineering outcomes educational innovation instructional materials Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
spellingShingle	flipped learning COVID-19 personal competencies engineering outcomes educational innovation instructional materials Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 Fernando Suárez Juan Carlos Mosquera Feijóo Isabel Chiyón Marcos García Alberti Flipped Learning in Engineering Modules Is More Than Watching Videos: The Development of Personal and Professional Skills
description	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.
format	article
author	Fernando Suárez Juan Carlos Mosquera Feijóo Isabel Chiyón Marcos García Alberti
author_facet	Fernando Suárez Juan Carlos Mosquera Feijóo Isabel Chiyón Marcos García Alberti
author_sort	Fernando Suárez
title	Flipped Learning in Engineering Modules Is More Than Watching Videos: The Development of Personal and Professional Skills
title_short	Flipped Learning in Engineering Modules Is More Than Watching Videos: The Development of Personal and Professional Skills
title_full	Flipped Learning in Engineering Modules Is More Than Watching Videos: The Development of Personal and Professional Skills
title_fullStr	Flipped Learning in Engineering Modules Is More Than Watching Videos: The Development of Personal and Professional Skills
title_full_unstemmed	Flipped Learning in Engineering Modules Is More Than Watching Videos: The Development of Personal and Professional Skills
title_sort	flipped learning in engineering modules is more than watching videos: the development of personal and professional skills
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/138232719ce14ee3a76fbf4a4269d479
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Flipped Learning in Engineering Modules Is More Than Watching Videos: The Development of Personal and Professional Skills

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