Abstract
The Accreditation Board for Engineering and Technology (ABET) has highlighted two key outcomes for students of all accredited engineering programs: the ability to communicate effectively with a range of audiences and the capacity to acquire and apply new knowledge as needed, using appropriate learning strategies. Likewise, in recent years, written exams, assignments, and oral presentations show transmission-skill deficiencies among engineering students. Flipped teaching serves to boost students to meet these outcomes and other competencies: comprehension reading, communication skills, character building, collaborative work, critical thinking, or creativity. So, flipped learning is more than watching videos. This research proposes two evidence-based transferable learning strategies built on a flipped-teaching model and was applied by the authors in engineering courses during the second year of the global pandemic caused by COVID-19: problem-based learning and teamwork assignments. The study comprised two phases. First, a systematic review of reports, writings, and exams delivered by students. It included some video-watching analytics to detect misuse. In the second stage, the authors ascertained trends of these outcomes. Student perceptions and other achievement indicators illustrate the possibilities for encouraging learners to achieve transmission, communication, and literacy outcomes. Results indicate that these learner-centered approaches may help students learn better, comprehend, apply, and transmit knowledge. But they require an institutional commitment to implementing proactive instruction techniques that emphasize the importance of student communication skills.
Highlights
The current ongoing digital transformation of universities is boosting a change in traditional academic life toward new approaches of educational and innovation settings [1,2,3,4,5].Many universities are boosting vice-rectorates of strategy and digital transformation, which entails modernizing equipment, facilities, and digital media
This study proposes two evidence-based strategies based on the flipped teaching model that instructors can adopt to enhance engineering students’ motivation toward acquiring transmission and communication skills: problem-based learning (PBL) and teamwork assignments
This study draws on the analytics of use of the Learning Management Systems (LMS) and the number of accesses to the videos delivered to students on YouTube and other platforms
Summary
The current ongoing digital transformation of universities is boosting a change in traditional academic life toward new approaches of educational and innovation settings [1,2,3,4,5].Many universities are boosting vice-rectorates of strategy and digital transformation, which entails modernizing equipment, facilities, and digital media. Students are digital natives, with very easy information access, derived by the use of the internet and smartphones, which makes it more difficult for them to reflect on a specific subject, since so much information is at their disposal through their own devices [76]. This sheds light on the need to complement watching videos with reading assignments, so that engineering students can achieve the diverse levels of knowledge and understanding in accordance with Bloom’s taxonomy [73,77], i.e., to connect, generalize and related concepts, among others
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