Benefits of Flipped Learning for Developmental Mathematics

Autor/in	Romaker, Dana
Titel	Benefits of Flipped Learning for Developmental Mathematics
Quelle	In: Community College Journal of Research and Practice, 47 (2023) 1, S.9-21 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Romaker, Dana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2021.1919241
Schlagwörter	Flipped Classroom; Community College Students; Barriers; Learner Engagement; Academic Achievement; College Mathematics; Ohio + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Community college; Community colleges; College students; Community College; Collegestudent; Schulleistung
Abstract	Current research shows community college students face numerous obstacles that limit their success in developmental mathematics courses. This study surveyed students to determine whether flipped learning produced differences in student engagement or factors related to passing rates compared to that of traditional teaching for different demographics of these students. The data were analyzed with mixed methods and converted to quantitative numerical values for statistical analysis, or coded qualitatively. This study revealed that flipped learning resulted in greater or no difference in student engagement, and greater feeling of respect and concern from instructors than traditional learning. Additionally, greater factors related to passing rates were revealed in young, white, able-bodied, male students. College administrators should further investigate if flipped learning would benefit students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01