Developing flipped learning resources to support secondary school mathematics teaching during the COVID-19 pandemic

ABSTRACT

Teachers and students have experienced an unusual year in 2020 because of the COVID-19 pandemic. To minimize the risk of the epidemic spreading, face-to-face lecturing hours have been reduced, resulting in a substantial need for online instruction. Our project thus aims to develop open access flipped learning resources (e.g. dynamic courseware and instructional videos) for secondary school mathematics teachers and students in Hong Kong. The overarching goal of this study is to make theoretically and empirically supported suggestions for developing the resources. Experiential learning theory was used as the theoretical foundation for developing the resources. A three-cycle recursive instructional design approach involving 34 mathematics educators was used to develop and improve materials that better meet the needs of frontline teachers. Both the qualitative (semi-structured interviews and written feedback) and quantitative (evaluative survey) data collection methods were conducted. The findings of this study reveal the concerns of and requests from our teacher participants, such as providing more detailed guidelines, advanced questions, and interactive quizzes. The findings also reflect the substantial need for open access flipped learning resources in secondary schools. Based on the lessons learned, suggestions are made to inform future development of resources (e.g. inviting retired teachers for assistance).

KEYWORDS:

• Flipped learning
• instructional materials
• recursive instructional design
• open education resources
• mathematics education

Acknowledgement

This work was supported by the Student Affairs Office (Specific Student Empowerment Work Scheme; SAWS no. 02542), The Education University of Hong Kong. This was a non-interventional study, where ethical approval was not required.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by The Education University of Hong Kong.

Notes on contributors

Chung Kwan Lo

Chung Kwan Lo is an Assistant Professor in the Department of Mathematics and Information Technology at the Education University of Hong Kong, Hong Kong. His main research interests are mathematics education, technology-enhanced learning (e.g. flipped learning and gamification), student engagement, and teacher professional development.

Ka Luen Cheung

Ka Luen Cheung is an Assistant Professor in the Department of Mathematics and Information Technology at the Education University of Hong Kong, Hong Kong. His primary research interest is on Nonlinear Partial Differential Equations. He also conducts research in Mathematics Problem Solving, Number Sense, Geometric Thinking, E-Learning in Mathematics and STEM education.

Ho Russell Chan

Ho Russell Chen is an undergraduate student at the Education University of Hong Kong, Hong Kong. He involves in the project of developing open access flipped learning resources.

Cheuk Lam Esti Chau

Cheuk Lam Esti Chau is an undergraduate student at the Education University of Hong Kong, Hong Kong. She involves in the project of developing open access flipped learning resources.