A flipped classroom teaching approach has been used in the teaching of college algebra within a broader initiative for mathematics learning. The flipped classroom approach documented in this chapter utilizes multiple teaching strategies to enhance student learning. From the pilot teaching of two semesters of college algebra, a teaching model was developed using the Joyce, Weil, and Calhoun (2009) framework. The purpose of this study and chapter is to describe the design and development of the flipped classroom teaching model in terms of the design decisions, model implementation, and model evaluation over the two semesters. Student survey responses and interview results suggest that this teaching model improved student perceptions of learning college algebra. Findings reported in this study document the use of the model, while future iterations of the design and development cycle (Richey & Klein, 2007) are necessary to understand the impact of the flipped classroom model on student learning.
Two cases of the flipped classroom approach, one undergraduate course and one a graduate course, are used to demonstrate the different ways that flipping instruction can occur in both F2F and online courses, thus, extending the notion of hybrid and flipped teaching decisions with F2F and virtual class-rooms. Both cases are summarized in terms of instructional design decisions, the models of teaching framework, and research conducted on the courses. Findings from research conducted on both courses indicate that a flipped classroom approach can enhance the teaching of both F2F and online courses as it provides instructors an opportunity to adapt instruction to meet the individual needs of students. Recommendations, based on this course development work, are provided for undergraduate and graduate courses in terms of access, meaningful activities, and feedback.
A flipped classroom teaching approach was used in the teaching of college algebra within a broader initiative for mathematics learning. The flipped classroom approach was documented as an integrated teaching model acknowledging multiple teaching approaches, including in-class cooperative learning, mentored laboratory activities, and online teaching videos. A design and development framework was used to describe the design decisions, model implementation, and model evaluation across three deliveries (cases 1, 2, and 3a/3b) of a college algebra course from fall of 2012 through fall of 2013. Key findings included students perceiving video outside of class as resources and not instruction. What replaced the lecture during face-to-face class time was integral to the success of the flipped classroom teaching approach. The use of videos does not constitute a flipped classroom, but requires an overall teaching strategy with an involved teacher who pays attention to individual student needs.
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