Uso de la metodología de clase invertida para la enseñanza de la programación en asignaturas de máster semipresenciales

Abstract

In this paper we present a teaching experience carried out for two years in a master’s program for the adaptation of one of its subjects to the flipped classroom modality. This master’s degree is fundamentally practical and has been taught in classroom for 6 courses. During the 2020-21 academic year, after being accepted by ANECA, it began to be taught in blended modality. This fact forced the adaptation of all its subjects, for which different strategies were followed, most of them based on the use of existing materials. In the subject analyzed in this paper, a series of practices were proposed for the implementation of the flipped classroom, completely remodeling the subject, its planning, the existing materials and creating new adapted resources, such as video presentations or self-assessment surveys, in addition to use different interactive tools of Moodle. To evaluate this experience, surveys were given to the students during these two courses, comparing the results with those of other subjects of the same master’s degree and with those obtained in previous courses. This paper presents the main conclusions drawn, which are applicable not only to the subjects of this master’s degree, but to any other subject that has to face this adaptation process.