Combined use of problem-based learning and flipped learning in turbomachinery

Abstract

Several methodologies are available to promote active learning processes. This is especially important under the creation of the European Higher Education Area, which has contributed to enhance university teaching through the use of new teaching tools. The aim of this paper is to present results about the use of Problem-Based Learning combined with Flipped Learning methodology for teaching turbomachinery, with a group of 50 undergraduate students. This experience was implemented in the Industrial Engineering School at the University of Castilla- La Mancha (Albacete, Spain). The aim of this study was to implement innovative tools to avoid conventional classes at the university. Moreover, it can be useful to increase motivation, because students participate in class, interacting with other students. Both methodologies resulted in a very positive learning experience, with most of the students (89%) participating in the task, which is not commonly achieved in a conventional class. The majority of students considered this type of activity to be useful for the subject although they thought it necessary to devote more time to it for the methodology to function properly.