Exploring Flipped Classroom Instruction in Calculus III
- 1.5k Downloads
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.
KeywordsCalculus III Flipped instruction Procedural/conceptual performance Student perceptions
- Aiken, L. S., West, S. G. & Reno, R. R. (1991). Multiple regression: Testing and interpreting interactions. Thousand Oaks, CA: Sage.Google Scholar
- Bergmann, J. & Sams, A. (2009). Remixing chemistry class: two Colorado teachers make vodcasts of their lectures to free up class time for hands-on activities. Learning & Leading with Technology, 36(4), 22–27.Google Scholar
- Bergmann, J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Alexandria, Egypt: ACSD and International Society for Technology in Education.Google Scholar
- Cohen, J. (1988). Statistical power analysis for the behavioral sciences. New York, NY: Academic.Google Scholar
- Ferreri, S. P. & O’Connor, S. K. (2013). Redesign of a large lecture course into a small-group learning course. American Journal of Pharmaceutical Education, 77(1), Article 13. doi: 10.5688/ajpe77113.
- Findlay-Thompson, S. & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63–71.Google Scholar
- Gannod, G. C., Burge, J. E., & Helmick, M. T. (2008). Using the inverted classroom to teach software engineering. In W. Schafer, M. Dwyer, & V. Gruhn’s (Eds.), Proceedings of the 30th International Conference on Software Engineering (pp. 777–786). New York, NY: Association for Computing Machinery.Google Scholar
- Hertz, M. B. (2012). The flipped classroom: Pro and con. Retrieved from Edutopia website: http://www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz.
- Kilpatrick, J., Swafford, J. & Findell, B. (Eds.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academies Press.Google Scholar
- Shadish, W. R., Cook, T. D. & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton Mifflin.Google Scholar
- Strauss, A. & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Thousand Oaks, CA: Sage.Google Scholar
- Talbert, R. (2012). Learning MATLAB in the inverted classroom [AC 2012-3680]. Proceedings of the 2012 American Society for Engineering Education (ASEE) Annual Conference & Exposition. Retrieved from http://www.asee.org/public/conferences/8/registration/sessions