Modelos de Enseñanza Activa en la Educación Superior para la Ingeniería Civil

Jaime Honorio Miller-Zavala; Ivanova Claribel Orejuela-Mendoza; ruz Victoria Ponce-Zavala; George Alfredo Cañarte-Baque

Authors

Miller-Zavala Jaime Honorio Carrera de Ingeniería Civil, Facultad de Ciencias Técnica, Universidad Estatal del Sur de Manabí, Jipijapa, Ecuador. https://orcid.org/0000-0002-5706-7818
Orejuela-Mendoza Ivanova Claribel Carrera de Ingeniería Civil, Facultad de Ciencias Técnica, Universidad Estatal del Sur de Manabí, Jipijapa, Ecuador. https://orcid.org/0009-0004-5266-0120
Ponce-Zavala Cruz Victoria Carrera de Ingeniería Civil, Facultad de Ciencias Técnica, Universidad Estatal del Sur de Manabí, Jipijapa, Ecuador. https://orcid.org/0000-0002-5835-8297
Cañarte-Baque George Alfredo Carrera de Ingeniería Civil, Facultad de Ciencias Técnica, Universidad Estatal del Sur de Manabí, Jipijapa, Ecuador. https://orcid.org/0000-0003-3376-2557

Keywords:

Active learning, civil engineering, PBL, flipped classroom, gamification

Abstract

Active learning has proven to be effective in higher education, particularly in the training of civil engineers. This study reviewed various active methodologies, such as Project-Based Learning (PBL), flipped classrooms, and gamification, and their impact on academic performance and the development of professional competencies in civil engineering. A systematic literature review was conducted, gathering studies from relevant academic databases. The review included studies that analyzed the effectiveness of these methodologies in civil engineering programs, evaluating both academic performance and student satisfaction and motivation. The results indicated that active methodologies, such as PBL and flipped classrooms, significantly improved the understanding of complex concepts and academic performance compared to traditional methods. Additionally, these methodologies promoted the development of key engineering skills, such as problem-solving and teamwork. However, the implementation of these models faces challenges related to infrastructure and faculty training. Active learning in civil engineering offers clear benefits in terms of academic performance and professional preparation. Despite the challenges in its implementation, future prospects are promising, with opportunities to integrate technological innovations that optimize teaching.

Keywords: Active learning, civil engineering, PBL, flipped classroom, gamification.

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