Assessment for Learning to Flipped Classroom Using Clickers

• Published in: Proceedings of the ... European conference on e-learning (Online) p. 560
• Main Authors: Simelane-Mnisi, Sibongile, Mji, Andile
• Format: Conference Proceeding
• Language: English
• Published: Kidmore End Academic Conferences International Limited 01.10.2015
• Subjects: Active learning; Appropriate technology; Blended Learning; Classrooms; College students; Distance learning; Educational Environment; Educational technology; Feedback; Flipped Classroom; Interactive learning; Learner Engagement; Learning Activities; Learning Processes; Mathematical problems; Pedagogy; Problem solving; Student Participation; Teaching methods; Thinking Skills
• ISSN: 2048-8637; 2048-8645

The flipped classroom is currently the popular trend in education where content delivery is assigned as homework or pre-classwork and assignments are completed as classroom activities in-class as well as after-class activities. Clicker technology when used for assessment for learning has the powerful potential to flipped the classroom in a pedagogical approach. To investigate whether assessment for learning using clicker technology could flipped mathematic course. Participants were enrolled for flipped undergraduate mathematics II course at a study university of technology in South Africa. In order to establish the changes in students' academic performance, Technology Engagement Te aching Strategy (TETS) was used in the classroom and weekly clicker continuous assessments were conducted. A semester test results were used to established the significant difference between clicker test and semester test. Finally, a survey questionnaire was administered. Students' perspectives and their experiences of using clickers in a flipped mathematics course were also surveyed. The results showed that assessment for learning to flipped classroom using clickers tends to enhance students' mathematical communication skills, and help to develop the skills needed to write as well as read mathematical proofs. This suggests that clicker assessment activities have the ability to assist students to grasp the content and enabled them to apply it in practical situations. An advantage of a mathematics flipped classroom was that students who understand mathematical content are neither likely to guess nor memorise the subject but strive to understand. It is recommended that higher education institutions support the flipped classroom approach as well as assessment for learning and provide appropriate technology for positive outcomes.