Effectiveness of blended instructional design based on active learning in a graphic engineering course

Abstract

Encouraging the use of active-learning methodologies, both inside and outside the classroom by means of planned activities, is a key factor in effective learning, as well as being essential for students to achieve the goals set for each subject by making them responsible for their own learning. In this longitudinal and quantitative study, we describe the different active learning activities, such as Flipped Classroom, Design Thinking, Visual Thinking, and Project-Based Learning (PBL), undertaken from 2015 to 2018 in the compulsory subject Graphic Expression imparted during the first year from all the degree studies of the Escola d'Enginyeria de Barcelona Est from Universitat Politècnica de Catalunya—UPC BarcelonaTech. The introduction of active-learning teaching methodologies for the solving of problems with computer aided design throughout the course, with increasing complexity of exercise completion, has led to a significant improvement in academic results by students in this subject. The results show that the inclusion of these methodologies improves student learning, as seen through the group development of an engineering project presented on the conclusion of the course. PBL is the methodology that is most highly appreciated by students because it enables them to integrate all the skills and knowledge acquired throughout the course and is also the activity in which they obtain the best marks.