2015/08/10 by Emilie Naccarato, Gulden Karakok · 1 citation
Engineering · Social Sciences · #Experimental Learning in Engineering #Innovative Teaching Methods #Online and Blended Learning
paper · doi:10.1080/0020739x.2015.1071440
crossref issued 2015/08/10 · crossref published 2015/08/10 · crossref published-online 2015/08/10 · openalex publication_date 2015/08/10 · crossref created 2015/08/10 · crossref published-print 2015/10/03 · crossref deposited 2016/12/14 · openalex created_date 2025/10/10 · openalex updated_date 2025/11/06 · crossref indexed 2026/07/28
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.