Analysis of competence acquisition in a flipped classroom approach

Abstract

Higher Education Institutions are interested in describing qualifications in terms of competences and abilities that prepare graduates best for their future professional and social life. This study aims to analyze students’ acquisition of competences, on one hand, inside the classroom using a flipped learning approach, on the other hand, outside the classroom through students’ self‐study using information and communication technology resources such as teaching videos, virtual labs, simulations, or game‐based learning. The study also wants to shed light on the relationship between the achieved competences and the learning outcomes. The analysis was based on the data collected from a core subject in the first year of the Computer Engineering and Information Systems degree courses. The answers to an online survey (n = 285) were examined by using a structural equation model with 13 observed and seven latent variables. The results obtained show that the learning environment created inside and outside the classroom plays a key role in the acquisition and development of the three competences analyzed: systematic, personal, and cooperative. Our findings also suggest that competence or skills acquisition, despite being considered one of the main issues in the higher education qualifications framework, does not exactly match the academic results measured during the assessment process.

Bridging the gap between student instruction and advanced research: Educational software tool for manufacturing learning

“…For this practice lesson, the fourth one, we found that the flipped classroom concept could be useful to save time [2,8,12,19]. A global approach to the problem can be found in References [1,6,7] with more general recommendations and good practices when it comes to conducting learning research techniques.…”

Self-Regulation as a Basic Element of the Professional Culture of Engineers

“…The Learning Management Systems Modular Object-Oriented Dynamic Learning Environment (LMS MOODLE) system is an open education information learning environment. This environment is able to integrate various informational training systems across the university, department, specialty, and a consortium of universities [84]. In the universities of the Russian Federation, LMS MOODLE is widely used, and its use does not require any special knowledge and skills from the user [85].…”

Collaborative Game Design for Learning: The Challenges of Adaptive Game-Based Learning for the Flipped Classroom

“…This is an example of meaningful gamification [26], a new approach to the concept of gamification that puts greater focus on user-based experience and engagement beyond simple game mechanics. Similarly, Hung [27] ran a study on the positive impact of a digitally-enhanced board game with QR codes and gamified quizzes to test the preparation of the students at the beginning of each class, and research carried by Estriegana et al [28] presented the dual integration of gamification for pre-class preparation and in-glass GBL activities.…”