PROCEEDINGS OF THE 16TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2013
Denver, Colorado
Comparing a “Flipped” Instructional Model in an undergraduate Calculus III course
Page: 2-652
In this small comparative study, we explore the impact of “flipping” the instructional delivery of content in an undergraduate Calculus III course. Two instructors collaborated to determine daily content and lecture notes; one instructor altered the instructional delivery of the content (not the content itself), utilizing videos to communicate procedural course content to students out-of-class, with time in-class spent on conceptual activities and homework problems. Student performance on tests for both classes will be compared to determine any significant differences in achievement related to “flipping” the instructional delivery.