Abstract

This study presents had the objective of analyzing the perception´s level of students registered in two engineering specialty courses regarding the teaching-learning process. The inverted class model used a remote teaching setting. The implementation of the inverted class setting in both courses was justified when evidence from the previous semester under the pandemic, showed barely participation in their learning process, and activities were carried out asynchronously. Cases based on problems and role play were used as supporting tools, along with resources available at the Moodle platform. Data collection was carried out through a questionnaire using a Likert-type scale and open questions. The sample, composed of 56 students registered at an advanced level in their respective Study Plan, belong to engineering undergraduate programs. Among the results, it stands out the positive value of learning through activities that challenged students' skills and knowledge; they incorporated the use of realworld scenarios binding on their future career. This helped having a greater participation in non-synchro’s sessions than before, a high commitment to reach proposed goals; and a promising willingness to carry out teamwork.