A Teaching Model for the College Algebra Flipped Classroom

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Author(s): Lori Ogden (West Virginia University, USA), Laura J. Pyzdrowski (West Virginia University, USA)and Neal Shambaugh (West Virginia University, USA)
Copyright: 2014
Pages: 24
Source title: Promoting Active Learning through the Flipped Classroom Model
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA), Grace Onchwari (University of North Dakota, USA)and James N. Oigara (Canisius College, USA)
DOI: 10.4018/978-1-4666-4987-3.ch003

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

A flipped classroom teaching approach has been used in the teaching of college algebra within a broader initiative for mathematics learning. The flipped classroom approach documented in this chapter utilizes multiple teaching strategies to enhance student learning. From the pilot teaching of two semesters of college algebra, a teaching model was developed using the Joyce, Weil, and Calhoun (2009) framework. The purpose of this study and chapter is to describe the design and development of the flipped classroom teaching model in terms of the design decisions, model implementation, and model evaluation over the two semesters. Student survey responses and interview results suggest that this teaching model improved student perceptions of learning college algebra. Findings reported in this study document the use of the model, while future iterations of the design and development cycle (Richey & Klein, 2007) are necessary to understand the impact of the flipped classroom model on student learning.

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