Comunicaciones y ponencias de congresos DIEC - IEKS Biltzarretako komunikazioak eta txostenak

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Browsing Comunicaciones y ponencias de congresos DIEC - IEKS Biltzarretako komunikazioak eta txostenak by Subject "Active learning methodologies"

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    PublicationOpen Access
    Application of active methodologies based on real cases - university-industry collaboration
    (IEEE, 2024-08-01) Andueza Unanua, Ángel María; Urrutia Azcona, Aitor; Erro Betrán, María José; Ruiz Zamarreño, Carlos; Leandro González, Daniel; Elosúa Aguado, César; Socorro Leránoz, Abián Bentor; Goicoechea Fernández, Javier; Ingeniería Eléctrica, Electrónica y de Comunicación; Ingeniaritza Elektrikoa, Elektronikoa eta Telekomunikazio Ingeniaritza; Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa, PINNE2022-UPNA
    During the last academic years, the industrial electronics specialties of the Industrial Engineering Bachelor's Degrees of the Public University of Navarra (UPNA) suffered a gradual loss of students. In order to reverse this trend, a teaching innovation project was designed based on the planned use of active learning methodologies in collaboration with Navarra's leading companies in industrial electronics. The project aims to enhance student learning by making teaching more engaging and practical, as well as boost the social visibility of electronics by improving the perception among students of this strategic industrial sector in the region of Navarra.
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    PublicationOpen Access
    Design, implementation, and evaluation of a flipped classroom and project-based learning model for industrial engineers
    (IEEE, 2024-08-01) Andueza Unanua, Ángel María; Ingeniería Eléctrica, Electrónica y de Comunicación; Ingeniaritza Elektrikoa, Elektronikoa eta Telekomunikazio Ingeniaritza; Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa, PINNE2022-UPNA
    Active learning methodologies have attracted the attention of educators due to improving learning, interest, and motivation among students. In this context, the design of a model for academic training in electronic instrumentation in the Master's Degree in Industrial Engineering at the Public University of Navarra (UPNA) is presented, based on the combination of flipped classroom (FC) and project-based learning (PBL) methodologies, compared to traditional lecture-based education conducted in a control group. The results of the model do not show a significant impact on academic results compared to the control group. Furthermore, the acceptance of the FC methodology is significantly lower than PBL due to the perception that a group of students has of themselves in the course and a deficient temporal sequence in the classes. Therefore, a critical and comprehensive discussion of the dual model used, methodologies, student dynamics of the course, and the motivational factors influencing the studied group is proposed.