The Continuous and Systematic Study of the College Algebra Flipped Classroom

Abstract

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.

A systematic review on flipped learning in teaching English as a foreign or second language

“…Likewise, Coyle et al (2017) infer that online materials and activities regarding calculations and sketches in a STEM course promote development of the skills of communication and collaboration, thereby increasing their knowledge retention. In another STEM research (Ogden & Shambaugh, 2016), the researchers state that flipped learning increases students' satisfaction especially with the video lectures about algebra and provides students with the affordance of reaching them anytime anywhere. Trogden also (2017) underlines that students favour flipped organic chemistry activities instead of lecture-based classroom activities in which they have no enough chance of asking questions at that very moment.…”