Combining flipped classroom, project-based learning, and formative assessment strategies in engineering studies

  1. Lorenzo Moreno Ruiz
  2. D. Castellanos Nieves
  3. B. Popescu Braileanu
  4. E.J. González González
  5. José Luis Sánchez de la Rosa
  6. C. L. O. Groenwald
  7. Carina Soledad González González
The International journal of engineering education

ISSN: 0949-149X

Year of publication: 2019

Volume: 35

Issue: 6

Pages: 1673-1683

Type: Article

More publications in: The International journal of engineering education


Cited by

  • Dialnet Metrics Cited by: 2 (02-06-2023)

JCR (Journal Impact Factor)

  • Year 2019
  • Journal Impact Factor: 0.653
  • Journal Impact Factor without self cites: 0.391
  • Article influence score: 0.089
  • Best Quartile: Q4
  • Area: EDUCATION, SCIENTIFIC DISCIPLINES Quartile: Q4 Rank in area: 39/42 (Ranking edition: SCIE)
  • Area: ENGINEERING, MULTIDISCIPLINARY Quartile: Q4 Rank in area: 82/91 (Ranking edition: SCIE)

SCImago Journal Rank

  • Year 2019
  • SJR Journal Impact: 0.448
  • Best Quartile: Q1
  • Area: Engineering (miscellaneous) Quartile: Q1 Rank in area: 130/780
  • Area: Education Quartile: Q2 Rank in area: 525/1544


  • Social Sciences: B

Scopus CiteScore

  • Year 2019
  • CiteScore of the Journal : 1.9
  • Area: Education Percentile: 67
  • Area: Engineering (all) Percentile: 64

Journal Citation Indicator (JCI)

  • Year 2019
  • Journal Citation Indicator (JCI): 0.42
  • Best Quartile: Q2
  • Area: ENGINEERING, MULTIDISCIPLINARY Quartile: Q2 Rank in area: 78/169
  • Area: EDUCATION, SCIENTIFIC DISCIPLINES Quartile: Q3 Rank in area: 50/79


This paper presents a methodology that encourages and fosters proactive student participation in individual and collaborativelearning. The methodology combines Flipped Classroom, Formative Assessment and Continuous Assessment, Project-BasedLearning, and Problem Solving using Simulators strategies, with an integrated teaching and learning system (ITLS), called SIENA.The tool serves to automate some of the processes inherent in the methodology and serves as a bridge across all of the educationalprocess involved. The methodology has been tested in both undergraduate and postgraduate degrees in Computer Engineeringstudies, the former in a blended learning subject and the last in an on-line subject findings to date have proven positive. Inaddition, we have applied a unified theory of acceptance and use of technology model to ITLS and it has proven to be a usefultool in the learning process.