Improved engagement and learning in flipped-classroom calculus

Cronhjort, Mikael; Filipsson, Lars; Weurlander, Maria

doi:10.1093/teamat/hrx007

Cited by 60 publications

(55 citation statements)

References 15 publications

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“…Blended learning approaches such as flipped learning have several benefits that may potentially address some of the significant issues in mathematics education. Firstly, emerging research documents an improvement in student engagement due to the anywhere, anytime affordance of flipped classrooms (Cronhjort et al 2018 ; Huang et al 2018 ). The approach provides students with greater autonomy in their learning and makes mathematics learning accessible for those who may wish to revise challenging or difficult content (Muir and Geiger 2016 ).…”

Section: Introductionmentioning

confidence: 99%

An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms

Attard

Holmes

2020

Math Ed Res J

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The COVID-19 pandemic forced many teachers around the world to make a sudden switch from face-to-face to online teaching. This shift in practice has provided an opportunity to reconsider how technology use in mathematics education can be utilised to improve student engagement. In this study, we explore four case studies of Australian secondary mathematics classrooms conducted prior to the COVID-19 pandemic to examine how teachers are using blended learning approaches and how their students perceive these pedagogical practices. Findings across all four sites indicate that technology use expands student opportunities to engage with mathematics learning through the provision of multiple pathways and methods of access. Specifically, we find evidence supporting the use of blended classroom teaching strategies to provide differentiation and personalised learning approaches; visualisation and dynamic manipulation of mathematics concepts; and alternative methods for teacher-student feedback and communication. We argue that the student learning experience in mathematics can be enhanced through a variety of blended learning approaches by allowing for diverse points of access to learning opportunities which are more closely aligned to individual learning needs and free from the temporal constraints of the classroom.

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Section: Introductionmentioning

confidence: 99%

An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms

Attard

Holmes

2020

Math Ed Res J

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“…However, it is found that students' behavioral engagement levels are not different for the two groups. It seems that studying course content outside the class and participating in active learning exercises allow students to feel more engaged than traditional learning (Clark, 2013;Cronhjort, Filipsson, & Weurlander, 2018;Elmaadaway, 2018;Steen-Utheim & Foldnes, 2018). In these contexts, higher engagement levels of the experimental group students, observed in this study, could be attributed to the above-mentioned contributions of the flipped classroom.…”

Section: Discussionmentioning

confidence: 55%

The effects of the flipped classroom on deep learning strategies and engagement at the undergraduate level

Hava

2021

Participatory Educational Research

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The flipped classroom is a popular teaching method where course content is transferred to students through online resources to implement more active learning strategies in-class time. The study aims to investigate the effects of the flipped classroom on deep learning strategies and engagement at the undergraduate level, alongside students’ perspectives toward the flipped classroom. The research involved 97 freshmen students in Turkey. During a 7-week application process, the experimental group students learned the course content with the flipped classroom method, whereas the control group students learned the course content through the traditional method. The findings of the study revealed that the flipped classroom was more effective than the traditional method in terms of using deep learning strategies and increasing the levels of cognitive and emotional engagement. However, there was no difference in behavioral engagement levels between the experimental and control groups. The findings also showed that viewing pre-recorded videos before coming to class enabled students to comprehend course content better and easier. Flipped learning enabled students to develop their research and application skills. Technical facilities were the biggest difficulty for students in flipped learning. The implications for flipped learning are also discussed, including several techniques for controlling students’ viewing lecture videos and providing alternative course materials to students.

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“…A study on undergraduate Calculus students which had a flipped and lecture group showed a higher normalized gain in the flipped classroom group, significantly higher outcomes on the engagement survey and better performance on the final exam of the course [13]. In a study at an Australian University, students felt that in terms of engagement, flipped learning would lead to a greater understanding of the material [14].…”

Section: Literature Reviewmentioning

confidence: 99%

Learning and Engagement in the Flipped Classroom of Analytical Mathematics

Sofroniou

2020

JESBS

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Learning techniques have changed over time in order to try and improve student engagement across different subjects in higher education. Mathematics has dominantly adhered to certain learning methods that use a more conventional approach. Interactive and active learning in Mathematics tend to be more common in further education yet, university level Mathematics is more complex, heavy in content and poses more difficulty in applying active learning approaches as a passive approach of traditional lectures has always been applied. The issues of learning problems in mathematics is ignored and the lack of metacognitive awareness of mathematical thinking and problem-solving skills seem to persist despite differences amongst educators on an effective learning methodology. Following the reform movement in mathematics education in the mid 1980’s, resulting from the dissatisfaction of conventional approaches, recommending the restructuring of mathematical delivery marked the need for modifications in teaching methodology. Employing multiple models to deliver lessons may implement the changes needed to drive student engagement and satisfaction to improve the experience in learning mathematics. In order for these methods to become applicable and effective in students’ experiences in mathematical education, educators need to be encouraged to present active learning techniques so that students can begin to facilitate their own learning which can be done through introducing approaches specific to the individual such as student-centred approaches. This paper evaluates the techniques used by mathematicians to deliver lessons and how it reflects on learning and engagement of students in comparison to the flipped classroom approach which inverts the common traditional lecture style used in classrooms. The flipped classroom model in this study is adopted to a topic from the university foundation level module, Analytical Mathematics, whereby results from the quantitative analysis undertaken show a decrease in the success of students’ performance suggesting a lesser impact on improved learning. With regards to engagement, observations from the qualitative analysis of the study highlight positive aspects of the flipped classroom model, specifically an optimistic engagement amongst peers.

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Improved engagement and learning in flipped-classroom calculus

Cited by 60 publications

References 15 publications

An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms

An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms

The effects of the flipped classroom on deep learning strategies and engagement at the undergraduate level

Learning and Engagement in the Flipped Classroom of Analytical Mathematics

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