Aplicación de la metodología de apendrizaje inverso como herramienta de innovación educativa en ingeniería de proyectos

Abstract

The professional landscape of project engineering demands that graduates be able to perform a series of skills beyond those acquired during their degree. It requires the ability to diagnose, relate, solve problems, make decisions, manage information, organize their work, time management, teamwork and active learning. The aim of this paper is to present the results of applying the flipped learning methodology as a tool for educational innovation in project engineering. Applying flipped learning allowed to free up time in the classroom as part of the theoretical content was transmitted during the days prior to the session. The time freed up in the classroom was used for the completion of questionnaires, content reinforcement and task tutoring. The implementation was carried out in various subjects of the Industrial Engineering Degrees. The results show better grades in partial and final evaluations than in previous years. Teachers and students agree that it means a greater dedication in time but it is positive for learning. It is concluded that the application of this methodology favors the development of cross-cutting skills in the teaching of project engineering.