Abstract
This paper presents the results of implementing the Flipped Learning Agile (FLA) methodology as a general framework to manage courses and to encourage proactive learning for students in higher education levels. Flipped Learning is used in combination with Information and Communication Technologies (ICTs) to encourage the student in the self-learning process. It is proposed the integration of an Agile Methodology that includes the use of Scrum and Kanban methodologies, by means of sprints for task scheduling and using a board for activities status, into a Flipped Learning (FL) environment. The proposed FL environment is composed of applications such as YouTube, Google Classroom, and Google Drive. The Scrum methodology was designed for 4 sprints, each one for a week-long. Before applying the FLA methodology, a Motivated Strategies for Learning Questionnaire (MSLQ) was applied in a group of Electrical Circuits students at the University of Guadalajara. To examine the self-regulated learning process, the performance of the students was analysed before applying the FLA methodology; the same MSLQ was carried out after implementing the FLA methodology. The analyses of the last MSLQ show that the implementation of the FLA methodology, by means of the integration of the Agile methodologies of Scrum and Kanban into a flipped learning environment, encourage the self-learning strategy for higher education level students.
Highlights
Agile methodologies have improved project development in the industry
Scrum frameworks allow the completion of complex projects by dividing them into small time-lapsed tasks called sprints (Tracy, Frog, & Power, 2014); while Kanban boards are meant to organize these tasks into a categorized status list of activities in the form of a planned task board (Hammarberg & Sundén, 2013; Leopold & Kaltenecker, 2015)
Improvements in student performance were measured by applying a Motivated Strategies for Learning Questionnaire (MSLQ) before and after implementing the Flipped Learning Agile (FLA) methodology
Summary
Agile methodologies have improved project development in the industry. The Agile Manifesto (Schwaber, 2004) settled down a development paradigm introducing Scrum and Kanban methodologies (Maximini, 2015; Stellman & Greene, 2016) leading to a faster and more efficient project management. Authors present a scrum based framework to plan, develop and follow-up academic activities As a result, their students became more efficient and self-satisfied, with a higher interaction level in teamwork, as they were actively involved in more stages of the teaching-learning processes than in the traditional method. Other authors have explored the potential, and evaluate the benefits, of agile methodologies and lean concepts to design teaching units, as (Judd & Blair, 2018) presented in their case of study for an Australian university which adopted these strategies. They found that peerlearning was encouraged in students. As in agile methodologies is needed to work in teams, peer-learning becomes very important
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