This work is focused on the implementation, development, documentation, analysis, and assessment of the flipped classroom methodology, by means of the just-in-time teaching strategy, for a pilot group (1 out of 6) in the subject “Applied Computing” of both the Chemical and Materials Engineering Undergraduate Degrees of the University of Barcelona. Results show that this technique promotes self-learning, autonomy, time management as well as an increase in the effectiveness of classroom hours. | Journal of Technology and Science Education JOTSE, 2017 – 7(2): 119-135 – Online ISSN: 2013-6374 – Print ISSN: 2014-5349 IMPLEMENTING THE FLIPPED CLASSROOM METHODOLOGY TO THE SUBJECT “APPLIED COMPUTING” OF TWO ENGINEERING DEGREES AT THE UNIVERSITY OF BARCELONA Montserrat Iborra Urios , Eliana Ramírez Rangel , Jordi Hug Badia Córcoles , Roger Bringué Tomàs , Javier Tejero Salvador University of Barcelona, Department Chemical Engineering and Analytical Chemistry, Faculty of Chemistry (Spain) miborra@, , jhbadia@, rogerbringue@, jtejero@ Received October 2016 Accepted December 2016 Abstract This work is focused on the implementation, development, documentation, analysis, and assessment of the flipped classroom methodology, by means of the just-in-time teaching strategy, for a pilot group (1 out of 6) in the subject “Applied Computing” of both the Chemical and Materials Engineering Undergraduate Degrees of the University of Barcelona. Results show that this technique promotes self-learning, autonomy, time management as well as an increase in the effectiveness of classroom hours. Keywords – Flipped class, Active learning, Learning sequence, Innovation. ---------- -119- Journal of Technology and Science Education – 1. Introduction The Chemical and the Materials Engineering Undergraduate Degrees offered by the University of Barcelona (Spain) have been undergoing a process of change to fit with the European Higher Education Area requirements. The most widespread change has been focused on assessment. After lecturing, teachers give some individual/group home assignments as part of evaluation evidences. In this way, the summative assessment is not only determined by the final exam. The use of continuous formative assessment methodologies has been also introduced to increase feedback, to promote acquisition/development of transferrable competences,
