Analysis of competence acquisition in a flipped classroom approach
Identifiers
Permanent link (URI): http://hdl.handle.net/10017/60072DOI: 10.1002/cae.22056
ISSN: 1061-3773
Publisher
Wiley
Date
2018-09-10Affiliation
Universidad de Alcalá. Departamento de Automática; Universidad de Alcalá. Departamento de Ciencias de la ComputaciónBibliographic citation
Estriegana R, Medina-Merodio J-A, Barchino R. Analysis of competence acquisition in a flipped classroom approach. Comput Appl Eng Educ. 2019; 27: 49–64.
Keywords
Flipped classroom
Generic competences
Learning outcomes
Online learning environments
Structural equation modeling
Document type
info:eu-repo/semantics/article
Version
info:eu-repo/semantics/publishedVersion
Publisher's version
https://doi.org/10.1002/cae.22056Rights
Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
© 2018 Wiley Periodicals
Access rights
info:eu-repo/semantics/openAccess
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.
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