Mathematics micro flipped and micro collaborative learning with sophomore Aerospace Engineering students

The implementation of flipped teaching in higher education is increasing, often with the aim to offer flexibility in terms of time and place to a diverse student population. However, the full implementation of the flipped teaching methodology requires great effort and preparation, and even under these conditions, a time of adaptation and testing is also necessary. In order to prepare an adaptation to flipped teaching methodology, a micro flip teaching module for Mathematics lab sessions has been designed and implemented in Aerospace Engineering. This model has been reinforced by micro collaborative learning, in which flipped teaching and cooperation among students, two aspects whose positive impact on learning has been tested, are integrated to boost the learning process. This research focuses on the measurement of the impact of the proposed micro flipped teaching and collaborative learning methodology in order to determine the degree to which students are involved in the process and benefit academically. Results obtained throughout the course show that the adaptation is fast and easy and the student perception of the usefulness of the model is based more on the methodology itself than on either course content or the teachers participating in the experience.