Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 32718
Flipped Learning Application on the Development of Capabilities for Civil Engineering Education in Labs

Authors: Hector Barrios-Piña, Georgia García-Arellano, Salvador García-Rodríguez, Gerardo Bocanegra-García, Shashi Kant


This work shows the methodology of application and the effectiveness of the Flipped Learning technique for Civil Engineering laboratory classes. It was experimented by some of the professors of the Department of Civil Engineering at Tecnológico de Monterrey while teaching their laboratory classes. A total of 28 videos were created. The videos primarily demonstrate instructions of the experimental practices other than the usage of tools and materials. The technique allowed the students to prepare for their classes in advance. A survey was conducted on the participating professors and students (semester of August-December 2019) to quantify the effectiveness of the Flipped Learning technique. The students reported it as an excellent way of improving their learning aptitude, including self-learning whereas, the professors felt it as an efficient technique for optimizing their class session, which also provided an extra slot for class-interaction. A comparison of grades was analyzed between the students of the traditional classes and with Flipped Learning. It did not distinguish the benefits of Flipped Learning. However, the positive responses from the students and the professors provide an impetus for continuing and promoting the Flipped Learning technique in future classes.

Keywords: Flipped learning, laboratory classes, educational innovation, civil engineering, higher education, competences.

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 683


[1] D. Newble, R. Cannon, “Handbook for Teachers in Universities and Colleges, a guide to improving teaching methods,” Ed. Routledge Falmer Editor, 4th Edition, 2000, pp. 2–10.
[2] A. Hofstein, and V. N. Lunetta, “The Role of the Laboratory in Science Teaching: Neglected Aspects of Research”. Review of Educational Research, vol 52, no. 2, 1982, pp. 201–217.
[3] V. Romanas, V. Krivickas, and J. Krivickas, “Laboratory Instruction in Engineering Education,” Global J. of Engng. Educ., vol. 11, no. 2, 2007, pp. 191-196.
[4] G. T. C. Kandamby, “Effectiveness of laboratory practical for Students’ Learning”, International Journal for Innovation Education and Research, vol. 7, no. 3, 2019, pp. 222–236.
[5] I. Abrahams, and R. Millar, “Does Practical Work Really Work? A study of the effectiveness of practical work as a teaching and learning method in school science,” International Journal of Science Education, vol. 30, no. 14, 2008, pp. 1945–1969.
[6] T. Simko, I. Pinar, A. Pearson, J. Huang, G. Mutch, A. S. Patwary, M. Lui, J. Carberry, and K. Ryan, Flipped learning – a case study of enhanced student success”, Australasian Journal of Engineering Education, vol. 24, no. 1, 2019, pp. 35–47.
[7] T. Van Hung, M. Yellishetty, N. T. Thanh, A. Patil, and L. T. Huy, “The Application of Flipped Classroom in Teaching University Students: A Case Study From Vietnam.” International Journal of Quality Assurance in Engineering and Technology Education, vol. 6, no. 1, pp. 40–52.
[8] Z. Zainuddin, and S. H. Hajar, 2016, “Flipped Classroom Research and Trends from Different Fields of Study,” The International Review of Research in Open and Distributed Learning, vol. 17, no. 3, 2016 pp. 313–340.
[9] B. Prevalla, and H. Uzunboylu, “Flipped Learning in Engineering Education.” TEM Journal, vol. 8, no. 2, 2019, pp. 656–661.
[10] J. S. Jeong, F. Cañada-Cañada, and D. González-Gómez, “The Study of Flipped-Classroom for Pre-Service Science Teachers.” Educ. Sci., vol. 8, no. 4, 2018, 163.
[11] H. Gwo-Jen, Y. Chengjiu, and C. Hui-Chun, “The era of flipped learning: promoting active learning and higher order thinking with innovative flipped learning strategies and supporting systems,” Interactive Learning Environments, vol. 27, no. 8, 2019, pp. 991–994.
[12] C. Santiuste, E. M. Ruiz-Navas, and D. Segovia, “On the application of e-learning in engineering education.” 43rd Annual SEFI Conference, Orléans, France, July 2015.
[13] G. Castilla, and M. G. Romana, “La percepción del aprendizaje de los estudiantes de ingeniería en función de la metodología de aula aplicada: Flipped Learning vs. Convencional.” Revista de Formación e Innovación Educativa Universitaria, vol. 9, no. 2, pp. 116–131.