No abstract

Over the past two decades, the flipped classroom model has gained traction in post-secondary educational settings. However preliminary studies indicate that students perceive a disconnect between out-of-class components and in-class components (Bowers and Zazkis 2012) which may be amplified by the flipped classroom model. The purpose of this paper was to present students' perceptions of instructional and curricular coherence in a flipped version of a Differential Equations course for 80 undergraduate engineering students. The course was designed to address cognitive obstacles (Herscovics 1989) and to reduce the perceived disconnect between in-class and out-of-class activities. Students' perceptions of the course suggested that our model for flipped classroom design did circumvent many of the instructional problems reported in prior studies of flipped classrooms.

No abstract

No abstract

No abstract