2016/11/25 by N. Karjanto, L. Simon, Karjanto, N. +1
Arts and Humanities · Mathematics · Social Sciences · #97C70 #97D40 #97I40 #97I50 #97U70 #FOS: Mathematics #History and Overview (math.HO) #Innovative Teaching Methods #Second Language Learning and Teaching #math.HO #msc:97C70 #msc:97D40 #msc:97I40 #msc:97I50 #msc:97U70
paper · pdf · doi:10.48550/arxiv.1611.08377
26 pages, 7 figures, 5 tables
openalex publication_date 2016/11/25 · arxiv created 2018/06/22 · arxiv updated 2018/06/25 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
This paper addresses some of the experiences encountered and some of the strategies utilized while using flipped classroom pedagogy in an undergraduate Single Variable Calculus (SVC) course in a Confucian Heritage Culture (CHC) environment. Due to issues related to instructor-student communication and students' learning styles, a theoretical framework is built upon three components for learning environments: inverted Bloom's taxonomy for educational learning objectives, English-medium instruction (EMI) and integrating technology in the classroom. In this study, four different types of instruction were designed; three classes were flipped while the fourth acts as a control. Type A means entirely flipped with instructor-created videos and integrating CAS \sl Maxima. Type B means entirely flipped with third-party videos. Type C is similar to Type A, but instead of the entire course being flipped, a single topic is flipped. Type D uses the traditional lecture style. By considering exam scores and students' feedback, both quantitative and qualitative aspects of the flipped pedagogy were investigated. Quantitative analysis indicates a statistically significant difference in the exam scores between instruction Type A and Type C as determined by one-way ANOVA (F(3,306) = 2.67, p = 0.0477) with small practical significance of the effect size (η2 = 0.0255). Qualitative findings suggest that although students' engagement and communication with instructors have been enhanced, some challenges related to language and culture, along with minimizing competition and learning about a new technological tool remain to persist.