Academic Performance and Student Satisfaction in a Flipped Undergraduate Mathematics Course

• In Event: 14.044 - Roundtable Session 2
  In Roundtable Session: 14.044-17 - The Importance of Active Learning Environments: Toward Greater Student Engagement

Abstract

Many higher education institutions have begun adopting a specialized blended learning approach known as the flipped or inverted instructional model in an effort to improve consistency and quality in large enrollment courses. In this study, we report on the results of a piloted redesign of an undergraduate mathematics course into the flipped classroom instructional model. We found that students in the flipped re-designed sections performed as well academically and were more satisfied than students in the regular, traditional sections, despite having less face-to-face class time. Further, we found no differences in satisfaction and performance between genders in the flipped sections.

Authors

• Cathryn Friel, University of Missouri - Columbia

• Keri Champion Jones, University of Missouri