Audiovisual support for a flipped classroom in Engineering Mathematics labs
DOI:
https://doi.org/10.31637/epsir-2025-2121Palabras clave:
recursos audiovisuales, prácticas de ordenador, vídeos educativos, estudiantes de ingeniería, aula invertida, autoaprendizaje, software matemático, enseñanza de matemáticasResumen
Introduction: The study focuses on the incorporation of audiovisual resources and the flipped classroom strategy in computer laboratories. These techniques are effective in enriching the teaching-learning process, providing students with a more interactive approach. Methodology: The methodology implemented during the 2023-24 academic year by the "InMaths" teaching innovation group at the University of Cantabria is presented. The methodology included the production of videos, their integration into computer practical classes, and the analysis of their impact on learning the use of software in mathematics. Results: Results from 300 surveys across all subjects included in the study indicate that the implementation of the flipped classroom strategy with audiovisual support improves student motivation and participation in their learning. Students value the videos positively and believe that this strategy better prepares them for practical activities. Discussion: The results are consistent with previous research indicating that the flipped classroom strategy can enhance student preparation and participation, although the evaluation experience with control and experimental groups only showed grade improvements in some subjects and student groups. Conclusions: The methodology can help students develop a deeper understanding of mathematical concepts and improve their skills in solving problems with specific software.
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Derechos de autor 2025 Vera Egorova, Joaquín Bedía Jiménez, Ana Casanueva Vicente, Valvanuz Fernández Quiruelas, María Dolores Frías Domínguez, Rodrigo García Manzanas, Sara Pérez Carabaza, Carmen Sordo García
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