Flipped Classroom in Engineering Education in Times of Pandemic

Abstract

This paper shows, from the professor view, an analysis of the learning results of the flipped-room, which is used as the main teaching strategy in courses of the engineering education during

the Covid-19 pandemic. Professors typically are adapted to impart sessions in front of the students in an on-site modality by means of blackboard to build up mathematical procedures,

analysis and design of circuits and more; now, they have to customize to the challenges given by the on-line or virtual mode. The development of the topics and evaluations have been achieved through learning and communication management platforms to implement the flipped-room like the main strategy. The learning results of these courses don´t exhibit an increment on the student learning outcomes, moreover, a qualitative analysis of the type of evaluations manifests that the use of the flipped-room in the engineering education like the main teaching strategy might complement and encourage the students learning in the next hybrid modality.