From the Traditional Model to the Flipped Classroom: Mitigating Limitations in Structural Geology Teaching

Abstract

The teaching of structural geology faces persistent challenges, such as the disconnect between theory and practice and low student participation. This study evaluated the impact of the flipped classroom model on the development of theoretical and practical competencies in 40 students from five universities in Ecuador. A mixed-methods approach with a cross-sectional quasi-experimental design was applied, integrating quantitative and qualitative techniques to assess learning in real-world contexts. The methodology included theoretical consolidation, fieldwork, and laboratory analysis. Digital tools such as Field Move Clino and Dips 5.0 and virtual platforms (Moodle and Google Classroom) were used, facilitating simulations, explanatory videos, and collaborative work. The results showed significant improvements: 75% of students reached intermediate and expert levels in the final evaluation, in contrast to 80% who initially were at the basic level. The field and laboratory phases achieved high levels of completion (96.8% and 87.9%, respectively), and between 85% and 92% of students positively evaluated the use of digital tools and collaborative learning. It is concluded that the flipped classroom model effectively reduced theoretical-practical gaps and fostered active, autonomous, and contextualized participation in the teaching of structural geology.