Design, implementation, and evaluation of a flipped classroom and project-based learning model for industrial engineers

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.