Flipped Classroom has proved to deliver excellent results in higher education. This model gives students a more active role, one of the aims pursued by the methodologies outlined by the European Higher Education Area. However, a full integration of the model into university courses
is not an easy task. In this paper, a study about the integration of the Flipped Classroom model in three courses of diverse nature is shown. The courses analyzed are Data Structures, Programming Fundamentals and Maintenance and Evolution of Software of the bachelor degree in Software Engineering
of the Universidad Politécnica de Madrid. The planning stage of all the three experiences has been completed and two of them are already in progress. Students’ academic performance has not significantly improved. However, they have valued the experiences very positively, which
have led to greater participation in class and higher involvement in their learning process overall. Thus, Flipped Classroom may be considered a good active methodology to involve students, promote more practical learning and develop key skills for future software engineers.
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Software Development Learning
Document Type: Research Article
Instituto de Ciencias de la Educación, Universidad Politécnica de Madrid, 28040, Madrid, Spain
ETSI Telecomunicación, Universidad Politécnica de Madrid, 28040, Madrid, Spain
ETSI Sistemas Informáticos, Universidad Politécnica de Madrid, 28040, Madrid, Spain
Publication date: April 1, 2018
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ADVANCED SCIENCE LETTERS is an international peer-reviewed journal with a very wide-ranging coverage, consolidates research activities in all areas of (1) Physical Sciences, (2) Biological Sciences, (3) Mathematical Sciences, (4) Engineering, (5) Computer and Information Sciences, and (6) Geosciences to publish original short communications, full research papers and timely brief (mini) reviews with authors photo and biography encompassing the basic and applied research and current developments in educational aspects of these scientific areas.
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