Student Perceptions of the Flipped Classroom in College Algebra

Ogden, Lori

doi:10.1080/10511970.2015.1054011

Cited by 46 publications

(45 citation statements)

References 1 publication

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“…Additionally, many instructors use online discussion forums in their face-to-face classes to foster participation and engagement (Wright and Lawson, 2005). Ogden (2015) found that the online lectures allowed students to utilize a selfpaced approach to learning the course content, which yielded higher satisfaction. Similarly, Roach (2014) used online video lectures to flip his economics class and found that students watched the videos and reported that they would take another class with video lectures.…”

Section: The Use Of Flipped Classroomsmentioning

confidence: 99%

“…Although there has been little research on the educational outcome as it relates to student learning outcomes within flipped classrooms, there has been research on indirect measures of success, such as student satisfaction with the course and instructor reflections and perceptions (Gilboy et al, 2015). Ogden (2015) found that students felt the flipped classroom teaching approach provided them more time to ask their instructor questions related to the course that they were learning and they felt that the flipped classroom approach utilized multiple instructional components that supported their individual needs. However, this type of learning environment takes time and effort, and instructors have difficulty creating good content to ensure students stay motivated (Milman, 2012).…”

Section: The Use Of Flipped Classroomsmentioning

confidence: 99%

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Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class

Burke

Fedorek

2017

Active Learning in Higher Education

142

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Flipped" or inverted classrooms are designed to utilize class time for application and knowledge building, while course content is delivered through the use of online lectures and watched at home on the students' time. It is believed that flipped classrooms promote student engagement and a deeper understanding of the class material. The purpose of this study is to compare self-reported student engagement in three separate course modalities: traditional face-to-face lecture class, flipped class, and an online class. It is hypothesized that the flipped class will report higher levels of student engagement because of the nature of the active learning environment.

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Section: The Use Of Flipped Classroomsmentioning

confidence: 99%

Section: The Use Of Flipped Classroomsmentioning

confidence: 99%

Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class

Burke

Fedorek

2017

Active Learning in Higher Education

142

View full text Add to dashboard Cite

show abstract

“…Instructional videos and online exercises are commonly used in flipped mathematics courses (Lo et al, 2017). However, in the words of some mathematics students, “The videos are very helpful but I sometimes have a hard time paying attention” (Ogden, 2015, p. 786). As using the right video style can increase the likelihood of students' video viewing, some researchers (e.g., Guo, Kim, & Rubin, 2014) have examined the possible effects of various video styles on student engagement.…”

Section: Methodsmentioning

confidence: 99%

Developing a flipped learning approach to support student engagement: A design‐based research of secondary school mathematics teaching

Hew

2020

Computer Assisted Learning

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The overarching goal of this research project is to develop a set of theoretical and empirical based design principles to support student engagement in flipped mathematics learning. We used a design-based research approach in which a series of studies was conducted in a secondary school. First, an analysis of practical problems was performed via exploratory studies (Studies 1A and 1B), randomized experiments (Studies 2A and 2B), and a literature review (Study 3). Second, a basic flipped lesson prototype was developed based on our empirical findings and relevant theoretical work of student engagement and self-determination theory. Third, we refined and evaluated our practice with two empirical studies (Studies 4 and 5). Finally, we reflected on each stage of our research project to produce a set of design principles for future practice. This study thus contributes to our knowledge of methods to support student engagement in flipped mathematics learning.

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“…Meanwhile, the most preferred item when learning mathematics using BL is P10 where the statement states that they can ask the lecturer directly when there is material that is not understood in face-to-face learning. Pre-service teachers feel that the teaching approach enables them to ask more questions in class (Ogden, 2015). In online learning, the lack of interaction slows the learning and teaching process (Utami, Alan, Cahyono, & Indonesia, 2020).…”

Section: Methodsmentioning

confidence: 99%

Pre-Service Teachers’ Perceptions of Blended Learning on Mathematics Learning Based on Gender

Azka

Faradillah

2020

IndoMath

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The research aims to analyze pre-service teachers’ perceptions about the application of the blended learning model in mathematics learning. The total research subjects were 254 pre-service teachers from 12 different universities in Indonesia. Furthermore, this research method is a survey with a qualitative approach where data are analyzed using the Rasch Model (WinSteps). The instrument of this study was a questionnaire consisting of 20 statements and divided into four indicators. Based on the wright maps table on WinSteps, women pre-service teachers prefer the blended learning model in learning mathematics than men pre-service teachers. Meanwhile, when viewed in terms of grade, fourth year pre-service teachers like the application of the blended learning model the most. In addition, it is also known that the most disliked thing in understanding mathematics by using blended learning is the difficulty to access assignments online and it requires internet quotas.

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Student Perceptions of the Flipped Classroom in College Algebra

Cited by 46 publications

References 1 publication

Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class

Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class

Developing a flipped learning approach to support student engagement: A design‐based research of secondary school mathematics teaching

Pre-Service Teachers’ Perceptions of Blended Learning on Mathematics Learning Based on Gender

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