The effect of problem-based learning supported on flipped classroom approach in the student´s learning of Economic Engineering course

Rojas Martinez, Sandra Liliana

4. term

Master of Problem Based Learning in Engineering and Science (Continuing education)

2021

2021-02-15

149

Denne afhandling undersøger, hvordan en kombineret problembaseret og flipped-classroom tilgang (FPBL) kan integreres i ingeniøruddannelse. Tilgangen blev designet og afprøvet i kurset Ingeniørøkonomi ved Colombias Nationale Universitet med det formål at afgøre, hvordan FPBL påvirker de studerendes læring. FPBL forener Problembaseret Læring (PBL)—hvor studerende arbejder med åbne, virkelighedsnære problemer—med Flipped Classroom, hvor grundlæggende stof gennemgås før undervisningen, så tiden i klassen bruges på aktiv problemløsning. Læringsaktiviteterne blev udviklet med afsæt i udbredte PBL-principper (Kolmos og De Graaff) og Flipped Classroom-praksis. Designet var desuden informeret af teorien om kognitiv fleksibilitet og anbefalinger til at formulere autentiske problemer (Andrade og Coutinho, 2016). Undersøgelsen anvender en blandet metode (kvalitativ og kvantitativ) med et kvasi-eksperimentelt design. Data blev indsamlet via spørgeskemaer bestående af tre separate spørgeskemaer. Resultaterne peger på mærkbare ændringer i de studerendes læringsprocesser: øget viden i ingeniørøkonomi og positive opfattelser af deres udvikling af teamwork og selvstyret læring. Afhandlingen beskriver også de studerendes syn på underviserens rolle og dens oplevede effektivitet i FPBL-tilgangen.

This thesis examines how a combined problem-based and flipped-classroom approach (FPBL) can be integrated into engineering education. The approach was designed and implemented in the Economic Engineering course at the National University of Colombia to determine how FPBL affects student learning. FPBL blends Problem-Based Learning (PBL)—in which students learn by working on open, real-world problems—with the Flipped Classroom, where core content is studied before class so in-class time is used for active problem solving. The learning activities were designed using well-established PBL principles (Kolmos and De Graaff) and Flipped Classroom practices. The design was further informed by the Theory of Cognitive Flexibility and guidance on formulating authentic problems (Andrade and Coutinho, 2016). The study used a mixed-method (qualitative and quantitative), quasi-experimental design. Data were collected through surveys using three questionnaires. The findings indicate notable changes in students’ learning processes: increased knowledge in Economic Engineering and positive student perceptions of developing teamwork skills and self-directed learning. The thesis also reports students’ views on the teacher’s role and its perceived effectiveness within the FPBL approach.

[This summary has been rewritten with the help of AI based on the project's original abstract]

Problem-Based Learning PBL. ; Problem-Based Learning support on Flipped Classroom FPBL, ; Economic Engineering

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