Adult Students' Experiences of a Flipped Mathematics Classroom

Autor/in	Larsen, Judy
Titel	Adult Students' Experiences of a Flipped Mathematics Classroom
Quelle	In: Adults Learning Mathematics, 10 (2015) 1, S.50-67 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-1803
Schlagwörter	Blended Learning; Technology Uses in Education; Mathematics Instruction; Adult Students; Homework; Video Technology; Qualitative Research; Surveys; Interviews; Urban Schools; Foreign Countries; Student Experience; Student Attitudes; Learner Engagement; Independent Study; Attendance; Personal Autonomy; Goal Orientation; Educational Technology; College Mathematics; Canada + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics lessons; Mathematikunterricht; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Hausaufgabe; Qualitative Forschung; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausland; Studienerfahrung; Schülerverhalten; Selbststudium; Anwesenheit; Individuelle Autonomie; Zielorientierung; Zielvorstellung; Unterrichtsmedien; Kanada
Abstract	The flipped classroom is a flexible blended learning model that is growing in popularity due to the emergent accessibility to online content delivery technology. By delivering content outside of class time asynchronously, teachers are able to dedicate their face to face class time for student-centred teaching approaches. The flexibility in implementation of a flipped classroom allows for a diversity in student experiences. The study presented in this paper uses qualitative methods of analytic induction to conduct a case analysis on survey and interview data collected from students participating in a flipped adult mathematics upgrading course at an urban Canadian university near Vancouver, BC. The key phenomenon of interest in the study is how adult students experience a flipped mathematics classroom. Of secondary interest is how factors such as autonomy and goals interrelate with these experiences. It is found that flipped classrooms can bifurcate into two types of student interaction: completely engaged and self-paced. Key interrelated factors in this bifurcation include adoption of cognitive autonomy support, goal orientation, and attendance. (As Provided).
Anmerkungen	Adults Learning Mathematics. 26 Tennyson Road, Kilburn, London NW6 7SA UK. e-mail: editor-i@alm-online.net; Web site: http://www.alm-online.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01