FLIP TEACHING VS COLLABORATIVE LEARNING TO DEAL WITH HETEROGENEITY IN LARGE GROUPS OF STUDENTS F. Barrio-Parra, M. Izquierdo-Díaz, D. Bolonio, Y. Sánchez-Palencia, L.J. Fernández Gutiérrez del Álamo, L.F. Mazadiego Universidad Politécnica de Madrid (SPAIN)

Heterogeneous groups of first year students Introduction Pre-university education allows access to undergraduate studies without having studied basic subjects (i.e. Chemistry or Technical Drawing). Heterogeneous groups of first year students Students come from educational centres with different evaluation and learning methodologies (i.e., “classical” master class vs project based learning).

Objectives Compare two methodological approaches to deal with heterogeneity in large groups of students: “Zero courses”: Get all the students to the same level before the start of the lessons. Approximated by Flipped classroom methodology. Collaborative and adaptive learning procedure: the students with different starting level collaborate to obtain learning objectives.

Methodology: Flip Teaching ETSIME UPM YouTube Chanel Laboratory session Visualization + 4500 views Theoretical-practical questionnaire Exam Objective: improve the understanding of practical procedures and their theoretical foundations by visualizing the development of the laboratory work before the experimental session. Se puede comprobar que se produce un descenso en las calificaciones durante los últimos 5 años, que se correlaciona con las menores notas de acceso a la universidad. Motivational Survey

Methodology: Collaborative learning Objective: use collective intelligence to take advantage of the heterogeneity. The hypothesis is that collaborative work can encourage motivation of the most advantaged students to help their colleagues. Classroom Students Teacher Instructors Se puede comprobar que se produce un descenso en las calificaciones durante los últimos 5 años, que se correlaciona con las menores notas de acceso a la universidad. Final Test

Results: Flip Teaching Videos did not improved the final marks. Students have visualized the material just before the start of the laboratory lessons. A survey shown the improve of the motivation between the students. Se puede comprobar que se produce un descenso en las calificaciones durante los últimos 5 años, que se correlaciona con las menores notas de acceso a la universidad.

Results: Collaborative learning Percentage of students who passed the subject according to their previous level Students with higher initial experience/competence have higher final marks. Synergic interactions appear in heterogeneous groups. The communication in the classroom between teachers and students have been improved through the collaboration of instructors. Se puede comprobar que se produce un descenso en las calificaciones durante los últimos 5 años, que se correlaciona con las menores notas de acceso a la universidad. L. Fernández-Gutiérrez del Alamo, D. et al., “The Use of Heterogeneity to Improve the Learning Process of Large Groups of Students,” Sixth Edition Technological Ecosystems for Enhancing Multiculturality (TEEM18) Proceedings. 2018. ACM Press. 794-798. DOI: 10.1145/3284179.3284297

Conclusions • The collaboration between heterogeneous students produces a synergic positive effect in the learning process while an active strategy is considered. • The initial level of the students is still a determinant factor in the final marks. • The content of the flip-classroom material should be carefully chosen depending on the learning objectives. • Further work should be done in order to entrench the self-study habits in the undergraduates.

Thank you very much for your attention FLIP TEACHING VS COLLABORATIVE LEARNING TO DEAL WITH HETEROGENEITY IN LARGE GROUPS OF STUDENTS Thank you very much for your attention F. Barrio-Parra, M. Izquierdo-Díaz, D. Bolonio, Y. Sánchez-Palencia, L.J. Fernández Gutiérrez del Álamo, L.F. Mazadiego Universidad Politécnica de Madrid (SPAIN)