PROCEEDINGS OF THE 18TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2015
Pittsburgh, Pennsylvania
Understanding participants’ experiences in a flipped large lecture calculus course
Page: 549
There is a growing body of literature that suggests students do better in classes that implement active-learning strategies (e.g., group work, problem solving). Flipping classroom instruction is becoming a popular innovation to support active learning in the classroom. The study reports on one large lecture calculus course where instruction was flipped in order to employ active-learning strategies. This poster will highlight the experiences of the large lecture instructor, recitation leaders, and student focus groups.