Exploring Flipped Classroom Instruction in Calculus III

详细信息    查看全文

• 作者：Nicholas H. Wasserman ; Christa Quint…
• 关键词：Calculus III ; Flipped instruction ; Procedural/conceptual performance ; Student perceptions
• 刊名：International Journal of Science and Mathematics Education
• 出版年：2017
• 出版时间：March 2017
• 年：2017
• 卷：15
• 期：3
• 页码：545-568
• 全文大小：
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Mathematics Education; Science Education;
• 出版者：Springer Netherlands
• ISSN：1573-1774
• 卷排序：15

文摘

In an undergraduate Calculus III class, we explore the effect of “flipping” the instructional delivery of content on both student performance and student perceptions. Two instructors collaborated to determine daily lecture notes, assigned the same homework problems, and gave identical exams; however, compared to a more traditional instructional approach, the flipped instructor utilized videos to communicate more procedural course content to students out-of-class, with time in-class spent on more conceptual activities and homework problems. Findings from two semesters indicate similar performance on more procedural problems and small to moderate gains for the flipped students (N = 74) over their traditional counterparts (N = 77) on more conceptual exam problems. However, student perceptions remain mixed, with flipped students reporting increased communication during class but traditional students perceiving more effective use of class time, despite the gains in performance for flipped students.