Some Web-Based Experiences from Flipped Classroom Techniques in AEC Modules during the COVID-19 Lockdown

Autor/inn/en	Mosquera Feijóo, Juan Carlos; Suárez, Fernando; Chiyón, Isabel; Alberti, Marcos García
Titel	Some Web-Based Experiences from Flipped Classroom Techniques in AEC Modules during the COVID-19 Lockdown
Quelle	In: Education Sciences, 11 (2021), Artikel 211 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mosquera Feijóo, Juan Carlos) ORCID (Suárez, Fernando) ORCID (Chiyón, Isabel) ORCID (Alberti, Marcos García)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	COVID-19; Pandemics; School Closing; Higher Education; Educational Technology; Technology Uses in Education; Open Educational Resources; Flipped Classroom; Engineering Education; Teaching Methods; Foreign Countries; Audience Response Systems; Problem Based Learning; Web Based Instruction; Spain; Peru + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Flipped classrooms; Flip teaching; Inverted teaching; Ingenieurausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Problem-based learning; Problemorientiertes Lernen; Web Based Training; Spanien
Abstract	The classroom closure during the first semester of 2020 entailed decisive changes in higher education. Universities have become more digital in both the availability of e-resources and pervasive devices and how students communicate with lecturers and classmates. Learners adapted their study habits with a growing role of self-paced, internet-based strategies. Some flipped learning approaches have proven their efficacy under the remote-teaching physical constraints. This study aimed to appraise the outcomes from the implementation of various web-based, learning-aid tools on flipped teaching approaches in engineering modules. The open educational resources (OER) performed satisfactorily during the lockdown period in three universities from two countries with similar higher education models. Such resources encompassed classroom response systems and web-based exercise repositories, designed for diverse purposes such as autonomous learning, self-correction, flipped classroom, peer assessment, and guided study. The acquired experiences reveal that OER helped students to enhance their engagement, reach the deeper levels of the cone of learning, and widen their range of learning abilities. This procedure is easily attainable for architecture, engineering, and construction (AEC) courses and lifelong learning settings. Feedback from students, instructors' perceptions, and learning outcomes show the suitability and effectiveness of the web-based learning assistant procedure presented here. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01