Flipping a College Calculus Course: A Case Study

As online videos have become more easily available and more attractive to the new generation of students, and as new student-learning approaches tend to have more technology integration, the flipped classroom model has become very popular. The purpose of this study was to understand college students...

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Bibliographic Details
Published inEducational technology & society Vol. 18; no. 3; pp. 142 - 152
Main Authors Sahin, Alpaslan, Cavlazoglu, Baki, Zeytuncu, Yunus E
Format Journal Article
LanguageEnglish
Published Palmerston North International Forum of Educational Technology & Society 01.07.2015
Subjects
Academic achievement
Analysis
Blended Learning
Calculus
Case studies
College instruction
College Mathematics
College Students
Education
Educational environment
Educational Technology
Environmental technology
Flipped classroom
Flipped classroom model
Full Length Articles
Homework
Instructional Effectiveness
Lectures
Mathematics Achievement
Mathematics education
Mathematics Instruction
Mathematics Tests
Scores
Statistical Analysis
Statistical tests
Student Attitudes
Student Surveys
Students
Teachers
Technology Integration
Test Results
Texas
Textbooks
Video Technology
Texas
United States
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Summary:As online videos have become more easily available and more attractive to the new generation of students, and as new student-learning approaches tend to have more technology integration, the flipped classroom model has become very popular. The purpose of this study was to understand college students' views on flipped courses and investigate how the flipping affects their achievement in mathematics. We also studied how college students prepared for flipped classroom sections. Finally, college students' views were analyzed to see what they think about flipping in terms of benefits and preparation. Participants were 96 college students consisting of mostly freshmen & sophomores. We utilized descriptive statistics and pairedt-test to analyze the data. Descriptive statistics revealed that participants preferred watching flip class videos (44%) over reading the sections from the textbook (17%) for preparation. Dependentt-test results showed that there is a statistically significant difference between students' average quiz scores from non-flipped sections and flipped sections. Students achieved significantly higher quiz scores in flipped sections than non-flipped ones. Overall, most of the students (83%) stated that flipped-taught lessons prepared them better.
ISSN:1176-3647
1436-4522
1436-4522