Effects of a Flipped Classroom Model in an Introductory College Mathematics Course

Autor/inn/en	Krouss, Paul; Lesseig, Kristin
Titel	Effects of a Flipped Classroom Model in an Introductory College Mathematics Course
Quelle	In: PRIMUS, 30 (2020) 5, S.617-635 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2019.1625471
Schlagwörter	Educational Technology; Technology Uses in Education; Homework; Video Technology; Mathematics Instruction; Algebra; Remedial Mathematics; Introductory Courses; Learning Activities; Self Efficacy; Success; Mathematics Achievement; Student Attitudes; College Mathematics; Undergraduate Students + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Mathematics lessons; Mathematikunterricht; Einführungskurs; Lernaktivität; Self-efficacy; Selbstwirksamkeit; Erfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten
Abstract	Introductory and remedial courses in college mathematics often serve as a gateway to student success. However, these university courses have seen little innovation despite historically low success rates. We sought to address deficits of the traditional lecture model and enhance student learning in an introductory college algebra course through the implementation of a flipped classroom. In this paper, we fully describe the course design, and discuss the interplay between online and in-class activities. We then present data regarding student self-efficacy and success rates in subsequent quantitative courses from our work across five semesters of implementing and researching the course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01