克朗巴赫阿尔法
古特曼量表
班级(哲学)
利克特量表
混合学习
人口
计算机科学
数学教育
描述性统计
工程类
数学
教育技术
人工智能
统计
人口学
社会学
作者
Rafael León,Neyl Richard Triviño Jaimes,Edgard Aureliando Gonzalez
标识
DOI:10.1177/03064190231209989
摘要
This research article introduces a hybrid methodology encompassing project-based learning (PjBL) and flipped classroom (FC) approaches. It is aimed to advance the comprehension of the implementation and benefits of FC and PjBL methodologies, particularly within engineering education. The hybrid methodology was implemented in a Mechanical Engineering program during the first semester of 2022. It was designed to address synchronous class restrictions caused by the pandemic, leading to online classes via the Microsoft Teams platform. The population consisted of 101 students from various semesters and courses. Implementation involved quizzes, workshops, a classroom project, and personal challenges as evaluation activities. The FC materials included explanatory videos, solved problems, readings, and slides. These materials were organised on the Moodle platform. The research employed quantitative and qualitative methodologies, formulating five hypotheses and designing a 14-indicator survey. The data were analysed using statistical methods such as Cronbach's alpha, Guttman's split-half, Kolmogorov–Smirnov, KMO analysis, Bartlett's test, principal component analysis, Kruskal–Wallis ANOVA, and Spearman's rho. Results indicated excellent reliability of the survey indicators, non-parametric data, and good adequacy of the proposed structure. Analysis indicated that the implementation of this methodology leads to significant benefits in terms of satisfaction, emotional engagement and stimulation levels, resulting in more effective learning and preference over the traditional approach. The perception of technology, timing, and content of videos varied among different courses. Positive comments from students supported the benefits of the hybrid methodology. It was recommended to improve the selection and quality of study materials.
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