A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Introduction of B-Learning and Active Methodologies Aimed at Enhancing the Learning of Structural Analysis at Higher Education
Traditional teaching of structural analysis is focused on the acquisition of theoretical knowledge and the resolution of simple case studies, with time constraints that prevent students from facing complex structural problems at a professional level. This situation, together with the difficulty of the subject itself, generates disinterest and rejection in the students.
To address these challenges, changes in the teaching methods began to be gradually introduced in the subject of structural analysis in the bachelor’s degree of Civil Engineering of the University of Granada (Spain), aiming for a blended learning teaching environment. This approach allows a more practical learning experience, where the theoretical knowledge is complemented not only by problem-solving in the classroom but also through individualized quizzes on the Moodle platform, gamification activities, and professional-like case studies solved with the help of Python programming and structural engineering commercial software.
The results of the exams and the evaluations through anonymous questionnaires confirm the positive impact of these innovations on students’ academic performance and their perception of the course and the topic. The incorporation of these new teaching techniques enhances student motivation and competence in the field of structural analysis.
Introduction of B-Learning and Active Methodologies Aimed at Enhancing the Learning of Structural Analysis at Higher Education
Traditional teaching of structural analysis is focused on the acquisition of theoretical knowledge and the resolution of simple case studies, with time constraints that prevent students from facing complex structural problems at a professional level. This situation, together with the difficulty of the subject itself, generates disinterest and rejection in the students.
To address these challenges, changes in the teaching methods began to be gradually introduced in the subject of structural analysis in the bachelor’s degree of Civil Engineering of the University of Granada (Spain), aiming for a blended learning teaching environment. This approach allows a more practical learning experience, where the theoretical knowledge is complemented not only by problem-solving in the classroom but also through individualized quizzes on the Moodle platform, gamification activities, and professional-like case studies solved with the help of Python programming and structural engineering commercial software.
The results of the exams and the evaluations through anonymous questionnaires confirm the positive impact of these innovations on students’ academic performance and their perception of the course and the topic. The incorporation of these new teaching techniques enhances student motivation and competence in the field of structural analysis.
Introduction of B-Learning and Active Methodologies Aimed at Enhancing the Learning of Structural Analysis at Higher Education
Bienvenido-Huertas, David (editor) / de la Hoz-Torres, María Luisa (editor) / Aguilar Aguilera, Antonio Jesús (editor) / Ávila, Fernando (author) / Puertas, Esther (author) / Blanca-Hoyos, Álvaro (author) / Gallego, Rafael (author)
Teaching Innovation in Architecture and Building Engineering ; Chapter: 11 ; 175-190
2024-06-20
16 pages
Article/Chapter (Book)
Electronic Resource
English
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