Collective experience of application of an inverted classroom in the computer science degree program

Abstract

In the last years, higher education is immersed in the transformation of the teaching experience with the aim of involving students more, as well as motivating them. Nowadays, students are very familiarized with new technologies and media while lecturers have been forced to transform their traditional notes to digital ones. This transformation pace has been accelerated in the last year due to the COVID19 pandemic. One of the main exponents of the said transformation is the adoption of the inverted classroom, a substantially studied teaching methodology where students work on some key concepts before a lecture takes place and face-to-face lecture time is reserved for added value activities. This work presents the results of a case study involving the implementation of the inverted classroom in a computer engineering bachelor’s degree. This experiment involves six different subjects in three courses during the 2020/21 academic year. The paper presents the principal motivation for the study, as well as the preparation process and methodology of the out-of-classroom multimedia materials and training of the faculty. It also covers the methodology used for multimedia content creation. Finally, the evaluation results are presented, gathered from questionnaires directed to students and lecturers.