Active learning is an academic approach in which students participate actively in their learning process. The flipped classroom, problem-based learning, and project-based learning are some examples of active learning. The use of one of them can be restrictive, considering the several learning styles that students may have. Then, this study aims to show that the use of various active learning techniques improves the learning experience. For this, two groups of students participated in this research (nA = 58, nB = 58). They enrolled in the road design course from Civil Engineering at the Universidad Técnica Particular de Loja (Ecuador). The course was face-to-face but turn to remote mode due to CoViD-19. To reach the goal, six learning moments were planned for each topic: 1) watch the prerecorded lecture on YouTube ®, 2) based on the video, create a comic image, 3) grade the images of 2 of their classmates, 4) attend a synchronous virtual class to participate in a problem-solving session, 5) attend a synchronous virtual class to develop a road project (teamwork) and 6) prepare an infographic or presentation of the project's progress (also in teamwork). Data was collected through a voluntary survey at the end of the course. The failure rate and the grades obtained by the groups were also calculated. As a result, the students considered the course methodology was positive, rating it from 1 to 10 as 8.91 (A) and 9.17 (B). They develop a self-learning skill, on the same scale, 7.38 (A) and 7.70 (B). The study showed that with this combination of techniques, it is possible to reduce the failure rate, increase grades, and improve the learning experience. © 2021 IEEE.
Active Learning Techniques in Remote Learning: A Case Study in Road Design Courses in Ecuador