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University education is undergoing a dynamic process of change, from a traditional learning system to a more flexible one. Is in this context where the flipped teaching methodology arises, which includes two different phases: conceptual and collaborative. During the conceptual phase, developed outside the classroom, the student prepares him/herself for the lesson using the resources previously elaborated by the professor. During the collaborative phase, the student applies and reinforces the knowledge acquired during the conceptual phase in a cooperative way and during the class time. Hence, the professor simply guides the students. In this paper, we analyze the application of the flipped teaching methodology to the 1 laboratory lesson of the course Advanced Electrical Machines, from the Bachelor Degree in Electrical Engineering (Polytechnic University of Valencia). In it, students should analyze six real electrical machines, which have been previously theoretically explained. Results from the qualifying test show the high academic performance of the lesson applying this methodology. Particularly, 75% of the students passed the exam and 23% of them did it with outstanding grade. Moreover, the survey’s answers demonstrate the direct relationship between the development degree of the previous conceptual phase and the academic performance of the lesson.

Aplicación de la metodología clase inversa en la enseñanza de máquinas eléctricas avanzadas