Learning gain study in a strategy of flipped learning in the undergraduate level

The quest to find innovative ways to implement the teaching–learning process to provide students a significant learning environment has intensified. The inclusion of technology in this process has supported this activity and has induced the appearance of new didactic strategies such as Flipped Learning, among others. While there seems to be an agreement about the advantages and benefits of this strategy compared to others, there is limited evidence about its effectiveness upon student knowledge. Furthermore, research about the relationship between this strategy and the characteristics of the students is scarce. This work aims to study the effects of the Flipped Learning strategy on the learning process of students as well as its association with student characteristics. A quantitative study was applied to 460 students majoring in design, engineering or architecture programs. A Flipped Learning methodology was evaluated in a pre-test/post-test process with focus and control groups. Normalized learning gains were measured to know if the students’ learning outcomes increased when compared to a traditional pedagogic strategy. Additionally, a study of the relationship between these learning gains and the learning styles of the students was conducted. Significant results were found that point to the benefits of Flipped Learning. From a statistical analysis, it was found that students in the focus group had a better performance than students in the control group. This difference is between 0.97280% and 22.79337%. Also, Kinesthetic students had the best learning gains, followed by students in the R, RK, and VRK classifications.