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It is not enough to flip your classroom. A case study in the course of Pavements in Civil Engineering

Abstract:

The flipped classroom, as an active learning model, has given remarkable results in several areas of university teaching; however, its execution can still be improved. This research shows the implementation and improvement of the flipped classroom model in the Pavements course. It evaluates their influence on the students’ final grades and on their learning experience. Three groups of students participated in this study, who enrolled in the course of Pavements of the Civil Engineering program. Group A took the course with the traditional model, while Group B took it with a flipped classroom, and Group C experienced it with a reinforced flipped model. Groups took the course in 2017, 2018 and 2019, respectively. Results show that despite using the flipped classroom models, the finals grades did not increase compared to those of the traditional model; however, they improved their learning experience. The students were more satisfied with the method; they even asked for fewer modifications than they did in the traditional model. This research shows that adding little academic tasks to the course would greatly influence the students’ opinion.