Abstract
The flipped classroom approach was implemented across three semesters of a College Algebra course. This paper is part of a larger design and development research study and focuses on student perceptions of the flipped classroom teaching approach. Qualitative methodology was used to describe how students perceived the instruction of their College Algebra course. Findings indicated that students felt that the teaching approach enabled them to ask more questions in class, the course components worked together to foster increased student learning, and the course design facilitated self-paced instruction.
Additional information
Notes on contributors
Lori Ogden
Dr. Lori Ogden is a Teaching Assistant Professor of Mathematics at West Virginia University. She is the coordinator of 5-day College Algebra and has designed, developed, and studied the implementation of a flipped classroom teaching model in her college algebra courses. In addition to her coordination responsibilities, she teaches a variety of undergraduate mathematics courses including pre-calculus and applied calculus. Her research interests include course design and development, online and blended learning environments, and teacher education.