Utilizing a Blended + Flipped Learning Approach in a Calculus for Life and Management Sciences Classroom

Abstract

The current study evaluated the success of implementing a blended + flipped structure in a Calculus for Life and Management Sciences course. By reimagining two of the three weekly instructional hours as online asynchronous lessons, we redesigned a 200-person section into 30-person sections, with minimal additional instructor resources. Findings indicated that students viewed the course positively, with perceptions positively correlating with course outcomes. Further, students reported more positive beliefs relating to their ability to accomplish course learning outcomes, comfort with math, and perceptions of in-class readiness compared to those in the traditional course format. Significant differences in grade distributions were also observed.

KEYWORDS:

• Flipped learning
• student attitudes
• learning outcomes
• course perceptions
• mathematics education

DISCLOSURE STATEMENT

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

Additional information

Notes on contributors

Dan Spencer

D. Spencer is a Research Scholar in the Digital Education Learning Technology Applications (DELTA) department at North Carolina State University. He received his P.h.D. in Educational Psychology from NC State. His research focus has been on improving self-regulation and motivation in both individual and collaborative environments, as well as the use of assessment data and processes to improve student learning outcomes and perceptions for online, face-to-face, and blended courses.

Chris Willis

C. Willis is an Assistant Director, Planning and Assessment, in the Digital Education Learning Technology Applications (DELTA) department at North Carolina State University. He received master’s degrees in Survey Research and Public Administration from the University of Connecticut as well as a master’s degree in Higher Education Administration from Northeastern University. He is currently a PhD student studying educational policy and leadership.

Yan Shen

Y. Shen is an instructional designer in the Digital Education and Learning Technology Applications (DELTA) department at North Carolina State University. She received her Ph.D. degree in Learning, Design, and Technology from the University of Georgia. She is interested in designing technology-enhanced scaffolds to develop students’ higher-order thinking and problem-solving skills as well as evaluating the effects of technology-based instructional interventions on student learning process and outcomes.

Molly Fenn

M. Fenn is a Teaching Professor and Assistant Department Head in the department of Mathematics at North Carolina State University. She received her P.h.D. in Mathematics from the University of Massachusetts. She is passionate about active learning and the use of technology in teaching.

Shira Viel

S. Viel is an Assistant Professor of the Practice of Mathematics at Duke University. She received her Ph.D. in Mathematics from North Carolina State University. Her current research interests focus on the scholarship of teaching and learning introductory undergraduate mathematics, and in particular, the use of alternative grading systems, student senses of community and self-efficacy, and student mathematical attitudes and perceptions.