The Effects of Flipped Learning Combined With Different Learning Styles and Problem Types in an Engineering Mathematics Course

• In Event: Teaching and Learning: Computers and Learning — Mathematics and Science Education

Abstract

While empirical research using flipped classrooms in mathematics in engineering has been widely conducted, most of them are simple comparative studies between the traditional and flipped classrooms. That leads instructors in engineering mathematics to be reluctant to implement flipped classrooms due to lack of design principles and the breadth of topics that need to be covered. This study bears its significance in that it identified the critical factors that can affect the performance in flipped learning in engineering mathematics. Flipped learning should present ill-structured problems, and, taking into account the students' learning styles, these ill-structured problems should be designed with the following objectives: 1) provide reflective observation for abstract conceptualization, and 2) enhance the concrete experience through active experimentation.

Authors

• Nam Ju Kim, University of Miami

• Jun H. Park, Sungkyunkwan University

• Sang Eun Lee, Sungkyunkwan University

• Dimitrios Timpilis, University of Miami