1. Combining flipped classroom model and educational videos for improving teaching-learning process in Thermodynamics and Thermal Engineering
PIIDUZ Project – Vicerrectorado de Política Académica
Sergio Usón, Begoña Peña*, Ignacio Zabalza, Eva María Llera, Luis Miguel Romeo Department of Mechanical Engineering – University of Zaragoza (Spain)
2nd Innovative and Creative Education and
Teaching International Conference
Badajoz , June 20th-22nd 2018.

2. Contents Introduction Objectives Context of application Methodology
Discussion of results
Conclusions 2

3. 1. Introduction
Flipped Classroom Model reorganizes the activities performed in and out of class.
Author: B. Peña

4. Advantages of Flipped Classroom Model (FCM) vs. traditional model
1. Introducción
Advantages of Flipped Classroom Model (FCM) vs. traditional model
Author: B. Peña

5. 2. Objectives
GENERAL OBJECTIVE: to improve the learning process and, consequently, the academic success, promoting the student's motivation and commitment and promoting the use of attendance classes.
SPECIFIC OBJECTIVES:
To solve the desynchronization between lab sessions and theoretical classes.
To develop and use resources as Reusable Learning Objects (RLO) for the student preparing in advance the subject at home.
To develop and implement resources and strategies for a better use of attendance classes.
To select appropriate ICT tools to enhance motivation and success.
To compare experiences in different academic contexts.

6. 3. Context of application
eina.unizar.es
INNOVATION PROJECT: PIIDUZ_17_299
Area of Thermal Machines and Engines
Department of Mechanical Engineering
University of Zaragoza

7. 3. Context of application
The present work is focused in the following subject:
DEGREE: Engineering of Industrial Technologies
SUBJECT: Engineering Thermodynamics and Fundamentals of Heat Transfer
LOCATION IN THE STUDY: 1st semester of 2nd course (S3)
CREDITS: 6 ECTS (European Credit Transfer and Accumulation System)
DEDICATION OF STUDENT: 150 hours
45 h of attendance classes
15 h of laboratory
90 h of personal work

8. 4. Methodology Lab sessions
Objective: To solve the desynchronization between lab sessions and theoretical classes, imposed by the official schedule.
Resources distributed by Moodle, at least a week in advance.
Strategies and resources:

9. 4. Methodology Sessions in the classroom
Objective: to improve the use of attendance classes, promoting the student's motivation and commitment.
Resources distributed by Moodle in advance.
Strategies and resources :

10. 5. Results Evaluation of FCM by students:
Observations from the lecturer:
Sometimes, students have not had prepared properly the session; accordingly, they take more time for starting to work.
In some sessions, students prefer to work alone, whereas sometimes they work in small groups.
If the group is not small, students usually have to wait, what advises the presence of a second lecturer or an assistant.

11. Correlation between number of watched videos and final success
5. Results
Correlation between number of watched videos and final success
In each group, the average mark, and this average plus and minus its standard deviation is represented.

12. Distribution of number of videos visualization
5. Results
Distribution of number of videos visualization
The number of students watching less than 5 videos is very low and more than one third of students watch at least 15 videos.

13. 6. Conclusions
Students consider that Flipped Classroom Model and educational videos are positive from both degrees of satisfaction and learning.
The use of short videos can help to maximize the number of students that reviews the advised material and also to make the study of the subject more attractive and successful.
In general, students are more open to innovations at the beginning of the semester than at the end, when they are busier.
Information by Moodle about number of video visualizations can become a relevant source of data for quantifying the effect of the use of videos.
Students with low visualization can also have good marks, but it is not very usual, and they are likely to have also low marks.

14. Thank you for your attention
Begoña Peña
Sergio Usón, Begoña Peña*, Ignacio Zabalza, Eva María Llera, Luis Miguel Romeo Department of Mechanical Engineering – University of Zaragoza (Spain)
2nd Innovative and Creative Education and
Teaching International Conference
Badajoz , June 20th-22nd 2018.