PROCEEDINGS OF THE 19TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2016
Pittsburgh, Pennsylvania
Assessing student-learning gains from video lessons in a flipped calculus course
Page: 471
The flipped classroom has garnered attention in post-secondary mathematics in the past few years, but much of the research on this model has been on student perceptions rather than its effect on the attainment of learning goals. Instead of comparing to a “traditional” model, in this study we investigated student-learning gains in two flipped sections of Calculus I. In this paper, we focus on the question of determining learning gains from delivering content via video outside of the classroom. In particular, we compare student-learning gains after watching more conceptual videos versus more procedural ones. We share qualitative and quantitative data gathered from surveys and quizzes, as well as results from in-class assessments. We conclude by sharing some implications for future research.