2026-04-14T21:09:19Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/751782025-02-27T20:00:43Zcom_10324_1136com_10324_931com_10324_894col_10324_1218

Galindo Melero, Jesús Sanz Angulo, Pedro Diego Poncela, Santiago de Martín Llorente, Óscar 2025-02-27T12:52:49Z 2025-02-27T12:52:49Z 2024 European Journal of Education, 2024, vol. 59, n. 2, e12611 0141-8211 https://uvadoc.uva.es/handle/10324/75178 10.1111/ejed.12611 2 European Journal of Education 59 1465-3435 Producción Científica Flipped learning (FL) has positive effects on the teaching–learning process. Nevertheless, and given that it is a relatively new methodology, it still raises some misgivings. This work aims to highlight the potential of FL by the analysis of academic results in a subject in higher engineering education and, thus, to contribute to overcome possible misgivings. Methods were based on statistical analysis, using Pearson's correlation coefficient (PCC), and comparative analysis using graphs. Data from eight academic years were analysed, three with traditional methodology and five with FL. Influence of specific factors, such as participation in FL activities, on students' performance over time has been identified. FL has a very positive impact on students' academic performance and the active participation of students' results in a significant increase in the pass rate as well as in the quality of learning. These improvements have increased over time despite challenges such as the COVID-19 pandemic. application/pdf eng Wiley info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by/4.0/ © 2024 The Authors Atribución 4.0 Internacional COVID-19 pandemic flipped learning higher engineering education learning by doing redesign soft skills 5801 Teoría y Métodos Educativos Analysis of academic results from implementation of a flipped learning methodology in a subject in higher engineering education info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://onlinelibrary.wiley.com/doi/full/10.1111/ejed.12611 SI