Implementing a Flipped Instructional Model in College Algebra: Profiles of Student Activity

Autor/inn/en	Lesseig, Kristin; Krouss, Paul
Titel	Implementing a Flipped Instructional Model in College Algebra: Profiles of Student Activity
Quelle	In: International Journal of Mathematical Education in Science and Technology, 48 (2017) 2, S.202-214 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2016.1233586
Schlagwörter	Algebra; College Mathematics; Mathematics Education; Mathematics Instruction; Undergraduate Students; Homework; Student Attitudes; Mathematics Curriculum; Lecture Method; Introductory Courses; Blended Learning; Learner Engagement; Integrated Learning Systems; Teaching Methods; Washington + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Hausaufgabe; Schülerverhalten; Einführungskurs; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Flipped instruction is increasing in popularity, however research that moves beyond descriptions of its implementation in mathematics classes is lacking. We sought to better understand how students taking an introductory college algebra course used the resources provided within a flipped instructional model and how students viewed such resources as useful to their learning. Data from course activity records and student usage surveys were used to characterize the frequency of student access to course resources (e.g. video lectures and comprehension assessments) and students' perceptions of the usefulness of these resources. Students naturally fell into one of four categories with respect to video usage and success in the course. Students who employed videos as intended were successful in the class. Students rated watching videos and working on homework in class as the activities that best supported their learning. Students did not perceive group work and in-class presentations as helpful. Our findings have implications for other instructors implementing flipped instruction. We argue that while flipping collegiate mathematics courses has great potential, instructors need to explicitly attend to the design of the in-class components in order to maximize student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01