Why No Difference? A Controlled Flipped Classroom Study for an Introductory Differential Equations Course

Darryl Yong · Rachel Levy · Nancy K. Lape

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Innovative Teaching Methods Mathematics Education and Teaching Techniques Evaluation of Teaching Practices

Abstract

Flipped classrooms have the potential to improve student learning and metacognitive skills as a result of increased time for active learning and group work and student control over pacing, when compared with traditional lecture-based courses. We are currently running a 4-year controlled study to examine the impact of flipping an Introductory Differential Equations course at Harvey Mudd College. In particular, we compare flipped instruction with an interactive lecture with elements of active learning rather than a traditional lecture. The first two years of this study showed no differences in learning, metacognitive, or affective gains between the control and flipped sections. We believe that contextual factors, such as a strong group-work culture at Harvey Mudd College, contribute to the similar performance of both sections. Additionally, to maintain a rigorous experimental design, we maintained identical content across the control and flipped section; relaxing this requirement in a non-study setting would allow us to take further advantage of educational opportunities afforded by flipping, and may therefore improve student learning.

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2014Active learning increases student performance in science, engineering, and mathematics 2004Does Active Learning Work? A Review of the Research 1994Assessing Metacognitive Awareness 2000Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment 2006Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases 2020The Flipped Classroom: A Survey of the Research 2012Design-Based Research 2011Improved Learning in a Large-Enrollment Physics Class

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2015Student performance and attitudes in a collaborative and flipped linear algebra course 2021Student Engagement in Mathematics Flipped Classrooms: Implications of Journal Publications From 2011 to 2020 2019Research focuses and findings of flipping mathematics classes: a review of journal publications based on the technology-enhanced learning model 2021Effectiveness of flipped classroom practices in teaching of science: a mixed research synthesis 2022A scoping review of experimental evidence on face-to-face components of blended learning in higher education

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