Students' perceptions about the use of flipped classroom in the field of electronic electrical engineering
DOI:
https://doi.org/10.14571/brajets.v14.n1.158-166Resumo
The objective of this mixed research is to analyze the impact of flipped classroom in the educational process on the Combinational Circuits through data science and machine learning. Flipped classroom facilitates the organization of active activities before, during and after the class. The participants are 17 students of Electronic Electrical Engineering who took the Digital Design course in the National Autonomous University of Mexico during the 2019 school year. The results of machine learning indicate that the consultation of the videos before the class, resolution of the exercises during the class through the Quartus software and realization of the laboratory practices after the class positively influence the development of skills on circuit design. Data science identifies 3 predictive models of the use of flipped classroom through the decision tree technique. Finally, teachers can improve the learning process, develop the skills of students, build new educational spaces and carry out creative activities through flipped classroom.Referências
Bingen, H. N., Steindal, S. A., Krumsvik, R., & Tveit, B. (2019). Nursing students studying physiology within a flipped classroom, self-regulation and off-campus activities. Nurse Education in Practice, 35, 55-62. https://doi.org/10.1016/j.nepr.2019.01.004
Dehghanzadeh, S. & Jafaraghaee, F. (2018). Comparing the effects of traditional lecture and flipped classroom on nursing students' critical thinking disposition: A quasi-experimental study. Nurse Education Today, 71, 151-156 https://doi.org/10.1016/j.nedt.2018.09.027
Desai, S. V., Jabeen, S. S., Abdul, W. K. & Rao, S. A. (2018). Teaching cross-cultural management: A flipped classroom approach using films. The International Journal of Management Education, 16(3), 405-431.
Galimullina, E., Ljubimova, E., & Ibatullin, R. (2020). SMART education technologies in mathematics teacher education - ways to integrate and progress that follows integration. Open Learning: The Journal of Open, Distance and e-Learning, 35(1), 4-23. https://doi.org/10.1080/02680513.2019.1674137
Gamboa-RodrÃguez, F. (2015). Diseño de Espacios Colaborativos Interactivos para el aprendizaje. In J. Zubieta-GarcÃa & C. Rama-Vitale, La Educación a Distancia en México: Una nueva realidad universitaria (pp. 201-212). Mexico City: UNAM.
Green, R. D. & Schlairet, M. C. (2017). Moving toward heutagogical learning: Illuminating undergraduate nursing students' experiences in a flipped classroom. Nurse Education Today, 49, 122-128. https://doi.org/10.1016/j.nedt.2016.11.016
Kim, Y. M., Yoon, Y. S., Hong, H. C., & Min, A. (2019). Effects of a patient safety course using a flipped classroom approach among undergraduate nursing students: A quasi-experimental study. Nurse Education Today, 79, 180-187. https://doi.org/10.1016/j.nedt.2019.05.033
Lin, Y. T. (2019). Impacts of a flipped classroom with a smart learning diagnosis system on students' learning performance, perception, and problem solving ability in a software engineering course. Computers in Human Behavior, 95, 187-196. https://doi.org/10.1016/j.chb.2018.11.036
Oncel, A. F. & Kara, A. (2019). A flipped classroom in communication systems: Student perception and performance assessments. International Journal of Electrical Engineering & Education, 56(3) 208-221.
McGowan, V. (2020). Institution initiatives and support related to faculty development of open educational resources and alternative textbooks. Open Learning: The Journal of Open, Distance and e-Learning, 35(1), 24-45. https://doi.org/10.1080/02680513.2018.1562328
Padilla-Rodriguez, B. C., Armellini, A., & Rodriguez-Nieto, M. C. (2020). Learner engagement, retention and success: why size matters in massive open online courses (MOOCs). Open Learning: The Journal of Open, Distance and e-Learning, 35(1), 46-62. https://doi.org/10.1080/02680513.2019.1665503
Rezaei, S. & Latifi, A. (2020). Iranian EFL learners’ identity construction in a critical reflective course: a case of an online course. Open Learning: The Journal of Open, Distance and e-Learning, 35(1), 63-81. https://doi.org/10.1080/02680513.2019.1632700
Salas-Rueda, R. A. (2020). Use of the flipped classroom to design creative and active activities in the field of computer science. Creativity studies, 13(1), 136–151. https://doi.org/10.3846/cs.2020.10336
Salas-Rueda, R. A. (2019). Construction and evaluation of a web application for the educational process on Normal Distribution considering the science of data and machine learning. Research in Learning Technology, 27, 1-24. https://doi.org/10.25304/rlt.v27.2085
Salas-Rueda, R. A., De-La-Cruz-MartÃnez, G., Alvarado-Zamorano, C., & Gamboa-RodrÃguez, F. (2020). Mobile devices and Collaborative wall: Media to innovate the teaching learning process on social sciences? Meta: Avaliacao, 12(36), 601-624.
Salas-Rueda, R. A., Salas-Rueda, E. P., & Salas-Rueda, R. D. (2020). Analysis and design of the web game on descriptive statistics through the ADDIE model, data science and machine learning. International Journal of Education in Mathematics, Science and Technology, 8(3), 245-260. https://doi.org/10.46328/ijemst.v8i3.759
Valero, M. M., Martinez, M., Pozo, F., & Planas, E. (2019). A successful experience with the flipped classroom in the Transport Phenomena course. Education for Chemical Engineers, 26, 67-79.
Webel, C., Sheffel, C., & Conner, K. A. (2018). Flipping instruction in a fifth grade class: A case of an elementary mathematics specialist. Teaching and Teacher Education, 71, 271-282. https://doi.org/10.1016/j.tate.2018.01.007
