New blended learning approach to teaching of engineering students

Abstract

This article explores the integration of Flipped Learning (FL) and Problem-Based Learning (PBL) as an instructional approach for civil engineering students. The study employed a quantitative, quasi-experimental design involving the deliberate manipulation of independent variables. A total of 227 students were analyzed over the course of one year at three institutions: the University of Ciego de Ávila (UNICA), a public university in Cuba; the Polytechnic Institute of Gaza (ISPG), a higher education institution in Mozambique; and the Catholic University Sedes Sapientiae (UCSS), a private university in Peru. The main findings indicate that the assessment instrument was reliable, valid, and objective. The normality test revealed significant differences between the traditional teaching model and the integrated learning approach, with a p-value < 0.05. Learning satisfaction was reported by 82.52% of students at UCSS, 78.83% at UNICA, and 53.52% at ISPG. The study concludes that combining these pedagogical models fosters engaging education that enhances students' skills and promotes interdisciplinary, lifelong learning.