Flipped classroom evaluation using kahott and moodle in the undergraduate teaching lab

Abstract

This article analyzes the implementation of a flipped classroom methodology in the undergraduate teaching labs of engineering degrees. The methodology is focused on providing the students, before the lab session, with audio-visual resources that cover the theoretical background and explanations needed to follow the session. At the beginning of each lab session, the preparatory work performed by the students is evaluated with an on-line test, which was performed using Kahoot and Moodle resources and has an impact on the mark of the session. This methodology is helpful in the sense that eliminates the frequently required theoretical introduction, allowing devoting more time to the experimental part. On the other hand, it provides an immediate information of the degree of prior knowledge gained by the students, so the weaker aspects can be reinforced during the lab session. An analysis of the advantages and disadvantages found for the two on-line resources employed, in conjunction with the impact produced on the students by the methodology is presented. Moodle was found to show greater seriousness and more versatility to introduce the test questions. However, the use of Kahoot was preferred by the students, since it creates a more relaxed lab atmosphere, which was also very useful to increase the participation of some students who were unmotivated. The students recognized that the methodology helped to better follow the lab sessions and improved the quality of their lab reports, which are the items used for their evaluation.