RT Book,_Section
T1 WIP: Unflipping the Classroom: Analyzing the Consequences of Toning Down Blended Learning
A1 Liz Domínguez, Martín
A1 Caeiro-Rodríguez, Manuel
A1 Llamas Nistal, Martín
A1 Mikic-Fonte, Fernando
K1 Analytics
K1 Blended learning
K1 Continuous assessment
K1 Flipped classroom
K1 Learning management systems
AB This research WIP paper describes the case of a first-year engineering course which, contrary to modern trends in education, reduced the presence of blended learning in its methodology, transitioning from the flipped classroom and intensive continuous assessment models back to traditional instruction. Typically, blended learning methodologies like the flipped classroom are regarded to have the positive effects of improving engagement and fostering a student-centered learning approach. However, there are also concerns regarding the potentially increased workload that this system imposes on students. This study analyzes course resource usage trends by students, comparing the final year under the blended learning method with the first year after the switch to traditional instruction. More specifically, the volume of student activity, its timing throughout the semester, and the preferred types of resources are compared between both methodologies. The study found that, in terms of time spent interacting with resources, there was not a significant decrease between both iterations of the course, although the types of resources favored by students do vary between methodologies. Additionally, the activity distribution throughout the semester is observed to be heavily influenced by the timing of exams in both scenarios
PB IEEE
SN 979-8-3503-5150-7
SN 979-8-3503-6306-7
SN 1539-4565
YR 2024
FD 2024
LK https://hdl.handle.net/10347/46203
UL https://hdl.handle.net/10347/46203
LA eng
NO M. Liz-Domínguez, M. Caeiro-Rodríguez, M. Llamas-Nistal and F. Mikic-Fonte, "WIP: Unflipping the Classroom: Analyzing the Consequences of Toning Down Blended Learning," 2024 IEEE Frontiers in Education Conference (FIE), Washington, DC, USA, 2024, pp. 1-5, doi: 10.1109/FIE61694.2024.10892941.
NO Achega á conferencia "FIE: Frontiers in Education 2024", acollida en Washington, D.C. (EEUU) do 13 ao 16 de outubro de 2024.
NO This work has been partially funded by Xunta de Galicia (Galicia’s Singular Research Center, accreditation 2019-2022), the European Union (European Regional Development Fund - ERDF), and the Galician Regional Government under project GPC-ED431B 2023/37.
DS Minerva
RD 23 abr 2026