Student learning and perceptions in a flipped linear algebra course

Betty Love · Angie Hodge · Neal F. Grandgenett · Andrew W. Swift

460 citations0/0 files storedInternational Journal of Mathematical Education in Science and Technology

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Innovative Teaching Methods Mathematics Education and Teaching Techniques Innovations in Educational Methods

Abstract

The traditional lecture style of teaching has long been the norm in college science, technology, engineering, and mathematics (STEM) courses, but an innovative teaching model, facilitated by recent advances in technology, is gaining popularity across college campuses. This new model inverts or ‘flips’ the usual classroom paradigm, in that students learn initial course concepts outside of the classroom, while class time is reserved for more active problem-based learning and practice activities. While the flipped classroom model shows promise for improving STEM learning and increasing student interest in STEM fields, discussions to date of the model and its impact are more anecdotal than data driven – very little research has been undertaken to rigorously assess the potential effects on student learning that can result from the flipped classroom environment. This study involved 55 students in 2 sections of an applied linear algebra course, using the traditional lecture format in one section and the flipped classroom model in another. In the latter, students were expected to prepare for the class in some way, such as watching screencasts prepared by the instructor, or reading the textbook or the instructor’s notes. Student content understanding and course perceptions were examined. Content understanding was measured by the performance on course exams, and students in the flipped classroom environment had a more significant increase between the sequential exams compared to the students in the traditional lecture section, while performing similarly in the final exam. Course perceptions were represented by an end-of-semester survey that indicated that the flipped classroom students were very positive about their experience in the course, and particularly appreciated the student collaboration and instructional video components.

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2012Flip Your Classroom: Reach Every Student in Every Class Every Day 2000Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment 2011Improved Learning in a Large-Enrollment Physics Class 1997Peer Instruction: A User's Manual 2014Teaching Tip: The Flipped Classroom.1999Just-In-Time Teaching: Blending Active Learning with Web Technology 2000The Information-Age Mindset: Changes in Students and Implications for Higher Education 2007Rising Above "The Gathering Storm"

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2020Efficiency of flipped classroom with online-based teaching under COVID-19 2017Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education 2019How the flipped classroom affects knowledge, skills, and engagement in higher education: Effects on students' satisfaction 2015Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course 2016The flipped classroom and cooperative learning: Evidence from a randomised experiment

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