Flipped classroom evaluation using kahott and moodle in the undergraduate teaching lab
comunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/7034
comunitat-uji-handle3:10234/67820
comunitat-uji-handle4:
INVESTIGACIONMetadatos
Título
Flipped classroom evaluation using kahott and moodle in the undergraduate teaching labFecha de publicación
2018-07-02Editor
International Academy of Technology, Education and Development (IATED)ISBN
978-84-09-02709-5Cita bibliográfica
ROMERO GAVILÁN, Francisco ; GARCÍA CAÑADAS, Jorge. Flipped classroom evaluation using kahott and moodle in the undergraduate teaching lab En: EDULEARN18 (July 2-4, 2018, Palma, Mallorca, Spain) 10th International Conference on Education and New Learning Technologies. Conference Proceedings: IATED Academy, 2018, pp. 1985-1990. DOI http://dx.doi.org/10.21125/edulearn.2018.0561, ISBN 978-84-09-02709-5.Tipo de documento
info:eu-repo/semantics/conferenceObjectVersión de la editorial
https://library.iated.org/view/ROMEROGAVILAN2018FLIVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
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, ... [+]
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. [-]
Descripción
Comunicación presentada en EDULEARN 2018, 10th International Conference on Education and New Learning Technologies (July 2-4, 2018, Palma, Mallorca, Spain).
Publicado en
Edulearn 18. 10th International Conference on Education and New Learning Technology (Palma, 2nd-4th of July, 2018): conference proceedings / Luis Gómez Chova (ed. lit.), A. López Martínez (ed. lit.), I. Candel Torres (ed. lit.), IATED, 2018. DOI 10.21125/edulearn.2018, ISBN 978-84-09-02709-5Proyecto de investigación
Universitat Jaume I under the GIE project “Introduction of new technologies for the improvement of students learning and motivation” (code 3397/17)Derechos de acceso
Copyright © 2018, IATED All rights reserved.
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/openAccess
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/openAccess