Student learning and perceptions in a flipped linear algebra course

Love, Betty; Hodge, Angie; Grandgenett, Neal; Swift, Andrew W.

doi:10.1080/0020739x.2013.822582

Cited by 372 publications

(330 citation statements)

References 5 publications

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“…This has been similar to some ICM applications (e.g. Love et al, 2013;Roscoe, 2012) which found that students in inverted courses performed better in the exercises of the preparatory and attendance phases, although final exam results were not different than that of students in the traditional format. However, we should not overstate the validity of our results -the module mark is determined through a comprehensive oral exam covering both the lecture and the seminar that the students attend.…”

Section: Exam Resultsmentioning

confidence: 68%

inverting the large lecture class: active learning in an introductory international relations course

2016

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The inverted classroom model (ICM) is an active learning approach that reserves class meetings for hands-on exercises while shifting content learning to the preparatory stage. The ICM offers possibilities for pursuing higher-order learning objectives even in large classes. However, there are contradicting reports about students' reactions to this kind of teaching innovation. With the ICM making inroads in political science teaching, this paper discusses how students evaluate this method. We report results from an application of the ICM to an introductory international relations course. In our course, students' reactions to the ICM varied greatly. Using a regression analysis of student evaluation scores, we find that students' preference for collaborative learning best predicted their preference for the ICM over the traditional lecture format.

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Section: Exam Resultsmentioning

confidence: 68%

inverting the large lecture class: active learning in an introductory international relations course

2016

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“…The questionnaires were not focused on students' satisfaction, as a lot of research on students' satisfaction and the relation between traditional and flipped classroom approach has been already conducted in Higher Education. Some researchers have found that students evaluated more positive the flipped classroom approach rather than the traditional way of teaching (Fulton 2012;Butt 2014), while others have found that students' satisfaction was higher for the traditional way of teaching (Strayer 2012;Love et al 2014). The current investigation attempts to study how students perceive teaching approaches enhanced by technology within the same discipline and how this relates to their own learning process.…”

Section: Discussionmentioning

confidence: 99%

Traditional and flipped classroom approaches delivered by two different teachers: the student perspective

2017

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The aim of this investigation was for students to express their views on teaching approaches delivered by two teachers under the perspectives of Higher Order Thinking Skills (HOTS) development, their preferences on learning material and learning activities. First year psychology students followed both the traditional and a flipped classroom approach delivered by two different teachers. One teacher introduced them to social and the other to clinical psychology. 81 students evaluated their experience on social psychology and 119 students on clinical psychology. Although all students had similar preferences on following either the traditional or the flipped classroom approach in both subject domains, a significant difference in students' views related to the teachers' contribution to teaching approach, students' HOTS development and the choice of learning material was observed. This investigation concluded the importance of the intricate relationship between the choice of learning material and activities, and the teacher's contribution to the flipped classroom approach and their expectation/behaviour toward technology.

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“…Disciplinary-based studies in physics (Hake, 1998;Watkins & Mazur, 2013), biological science (Eastwood, Sadler, Sherwood, & Schlegel, 2013;Kazempour, Amirshokoohi, & Harwood, 2012), chemistry (Carmel, Jessa, & Yezierski, 2015;Murphy, Picione, & Holme, 2010), mathematics (Kogan & Laursen, 2014;Love, Hodge, Grandgenett, & Swift, 2014), and engineering (Olakanmi & Doyoyo, 2014;Pakala & Bose, 2015) provide compelling evidence that active learning pedagogies have a positive impact on learners' conceptual understandings. An often cited meta-analysis concludes that traditional lecturing in STEM courses yields a 1.5 times higher course failure rate than active learning methods (Freeman et al, 2014).…”

Section: Review Of Literaturementioning

confidence: 99%

Stirring the Pot: Supporting and Challenging General Education Science, Technology, Engineering, and Mathematics Faculty to Change Teaching and Assessment Practice

Stieha¹,

Shadle²,

Paterson³

2016

The Journal of General Education

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Evidence-based instructional practices (EBIPs) have been associated with positive student outcomes; however, institutions struggle to catalyze widespread adoption of these practices in general education science, technology, engineering, and mathematics (STEM) courses. Further, linking EBIPs with integrated learning assessment is rarely discussed in the literature, even though principles of continuous course design for quality higher education assume the connection of learning outcomes, teaching practices, and assessment. This qualitative action research study documents faculty attempting to utilize EBIPs and authentic assessment when they were provided support and accountability over multiple semesters. We document participants' current practices and encourage shifts in both teaching and assessment practices targeting greater student success in STEM general education courses. Narrative data drawn from interviews and written reflection describe the impact of structured faculty observation and cross-disciplinary conversation on participants' pedagogical and assessment choices. The faculty participants' voices vividly illustrate our findings: incentives, reflection, mentorship, and collaboration over multiple semesters support changing pedagogical practices and integrating outcomes assessment. While STEM-based, the study findings are applicable across the general education curriculum.

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Student learning and perceptions in a flipped linear algebra course

Cited by 372 publications

References 5 publications

inverting the large lecture class: active learning in an introductory international relations course

inverting the large lecture class: active learning in an introductory international relations course

Traditional and flipped classroom approaches delivered by two different teachers: the student perspective

Stirring the Pot: Supporting and Challenging General Education Science, Technology, Engineering, and Mathematics Faculty to Change Teaching and Assessment Practice

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