Expectations and Implementations of the Flipped Classroom Model in Undergraduate Mathematics Courses

Autor/inn/en	Naccarato, Emilie; Karakok, Gulden
Titel	Expectations and Implementations of the Flipped Classroom Model in Undergraduate Mathematics Courses
Quelle	In: International Journal of Mathematical Education in Science and Technology, 46 (2015) 7, S.968-978 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2015.1071440
Schlagwörter	Blended Learning; Technology Uses in Education; Undergraduate Study; College Mathematics; Mathematics Instruction; Homework; Video Technology; Qualitative Research; College Faculty; Mathematics Teachers; Interviews; Teaching Methods; Grounded Theory; Motivation; Teacher Attitudes; Cooperative Learning; Metacognition; Thinking Skills; Mathematics Skills; Concept Formation; Mathematical Concepts; Learning Activities + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Grundstudium; Mathematics lessons; Mathematikunterricht; Hausaufgabe; Qualitative Forschung; Fakultät; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; psychologische; Motivation (psychologisch); Lehrerverhalten; Kooperatives Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Concept learning; Begriffsbildung; Lernaktivität
Abstract	The flipped classroom model is being used more frequently in undergraduate mathematics courses. As with any new teaching model, in-depth investigations of both various implementation styles and how the new model improves student learning are needed. Currently, many practitioners have been sharing their implementations of this model. However, there has not yet been an investigation of the various implementations of the model to discern general trends in this movement. With this research goal in mind, we conducted a study exploring various implementations of the flipped classroom model by interviewing 19 faculty members who experienced using this model at 14 different institutes. Results indicate that participants had similar motivations for implementation; however, subsequent implementations were different. In addition, we share participants' perspectives on (a) student learning of pre-requisite, procedural and conceptual knowledge, and (b) how this particular model promotes such knowledge developments. Finally, we provide suggestions for future implementations and research regarding this particular teaching model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01