The Flipped Classroom, Lethal Mutations, and the Didactical Contract: A Cautionary Tale

Autor/in	Bagley, Spencer
Titel	The Flipped Classroom, Lethal Mutations, and the Didactical Contract: A Cautionary Tale
Quelle	In: PRIMUS, 30 (2020) 3, S.243-260 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bagley, Spencer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2018.1555196
Schlagwörter	Educational Technology; Technology Uses in Education; Homework; Video Technology; Program Effectiveness; Student Attitudes; Calculus; Mathematics Instruction; College Mathematics; College Students; College Faculty; Teaching Methods; Blended Learning; STEM Education; Academic Persistence; Mathematics Achievement + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Schülerverhalten; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Collegestudent; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; STEM; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The flipped classroom model interchanges the roles of in-class and out-of-class time to allow students more time to engage with cognitively demanding tasks when expert help from their instructor is more available. An extensive body of literature supports the effectiveness of this model. In contrast, I present a case study of a less-successful model: the instructor did not attend class sessions, which were instead staffed by three graduate teaching assistants. Students reported dissatisfaction with this model; they believed that the instructor breached the didactical contract. I propose that this case represents a lethal mutation to the flipped classroom model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01