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Learning gain study in a strategy of flipped learning in the undergraduate level

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Abstract

The quest to find innovative ways to implement the teaching–learning process to provide students a significant learning environment has intensified. The inclusion of technology in this process has supported this activity and has induced the appearance of new didactic strategies such as Flipped Learning, among others. While there seems to be an agreement about the advantages and benefits of this strategy compared to others, there is limited evidence about its effectiveness upon student knowledge. Furthermore, research about the relationship between this strategy and the characteristics of the students is scarce. This work aims to study the effects of the Flipped Learning strategy on the learning process of students as well as its association with student characteristics. A quantitative study was applied to 460 students majoring in design, engineering or architecture programs. A Flipped Learning methodology was evaluated in a pre-test/post-test process with focus and control groups. Normalized learning gains were measured to know if the students’ learning outcomes increased when compared to a traditional pedagogic strategy. Additionally, a study of the relationship between these learning gains and the learning styles of the students was conducted. Significant results were found that point to the benefits of Flipped Learning. From a statistical analysis, it was found that students in the focus group had a better performance than students in the control group. This difference is between 0.97280% and 22.79337%. Also, Kinesthetic students had the best learning gains, followed by students in the R, RK, and VRK classifications.

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Acknowledgements

The authors would like to acknowledge the financial and the technical support of Writing Lab, TecLabs, Tecnologico de Monterrey, Mexico, in the production of this work. The authors would like to acknowledge the professors and directors who supported the implementation of the present study in courses of the Mexico City campus of Tecnologico de Monterrey.

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Authors and Affiliations

  1. School of Engineering and Sciences, Tecnologico de Monterrey, Mexico City Campus, Calle del Puente 222. Ejidos de Huipulco, Tlalpan, Mexico City, Mexico

    Gilberto Huesca Juárez

  2. School of Engineering and Sciences, Tecnologico de Monterrey, Guadalajara Campus, Av. General Ramón Corona 2514, Zapopan, Jalisco, Mexico

    Linda Margarita Medina Herrera

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  1. Gilberto Huesca Juárez
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  2. Linda Margarita Medina Herrera
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Correspondence to Gilberto Huesca Juárez.

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Huesca Juárez, G., Medina Herrera, L.M. Learning gain study in a strategy of flipped learning in the undergraduate level. Int J Interact Des Manuf 13, 1245–1258 (2019). https://doi.org/10.1007/s12008-019-00594-3

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