2024 ASEE Annual Conference & Exposition

Over the years, there has been an increase in the diversity of pedagogical approaches used in higher education, with a transition from traditional classrooms to more active and participatory approaches. In teaching Information Systems in Industrial Engineering, it is necessary to apply active methodologies to actual industrial contexts, whose adoption by students is perceived as a support in their professional training.
This study aims to highlight the factors that can influence students' perception of the effectiveness of active learning in a university course in industrial engineering. To this end, a pedagogical intervention based on case studies and a flipped classroom was designed for a Management Information Systems course at a university in Chile.
The proposed methodology for this research is based on a combination of quantitative methods to understand industrial engineering students' perception of traditional versus active classes during an academic period. A demographic characterization questionnaire and the application of the StRIP questionnaire were used. The sample used is composed of students of the Management Information Systems course (N=53), separated into three sections: two sections where case studies and flipped classrooms were used and the other without intervention. A correlation analysis was performed between the variables explored between the groups.
Student workers have a positive perception of the application of active methodologies. This association is most robust in students with more than four years of work experience.
Based on the results obtained with the StRIP instrument and the demographic survey, it is shown that it is convenient to use this type of pedagogical methodologies for learning during management information systems, particularly in students already linked to the workplace.