Inquiry-Based Learning and the Flipped Classroom Model

Abstract

The flipped classroom model of teaching can be an ideal venue for turning a traditional classroom into an engaging, inquiry-based learning (IBL) environment. In this paper, we discuss how two instructors at different universities made their classrooms come to life by moving the acquisition of basic course concepts outside the classroom and using class time for active problem-based learning. Results from student surveys are presented to relate student perceptions of the flipped/IBL classroom model.

Keywords:

• Inquiry-based learning
• IBL
• active learning
• linear algebra
• computer programming
• flipped classroom
• flipped learning

Additional information

Notes on contributors

Betty Love

Betty Love is an Associate Professor in the Mathematics Department at the University of Nebraska at Omaha. She is passionate about engaging her students in learning and has authored papers in the areas of mathematics and computer science education. Her interests also include operations research, particularly the development and implementation of algorithms for network programming. She earned a Master’s degree in Mathematical Sciences from Clemson University and a Ph.D. in Operations Research from Southern Methodist University.

Angie Hodge

Angie Hodge is an Associate Professor of Mathematics at the University of Nebraska at Omaha. She is also the Haddix community chair, which means that she is also involved in helping to recruit and retain mathematics teachers. Her research interests are in mathematics education with specialty areas in inquiry-based learning and gender equity in the STEM disciplines. She is a Project NExT national fellow and also served on the MAA’s COMET (Committee On the Mathematical Education of Teachers) committee. She earned both her Master’s degree and Ph.D. from Purdue University in Mathematics and Mathematics Education, respectively. In her free time she enjoys running ultra marathons and traveling.

Cynthia Corritore

Cynthia Corritore is a Professor of Information Systems & Technology at Creighton University in the Heider College of Business. She holds a Ph.D. in Computer Science from the University of Nebraska-Lincoln. She teaches courses centered around the use of technologies in business, database, big data, visualization, and human factors. Her research interests focus on active learning methodologies, as well as the use of technologies in facilitating teaching and learning. Her passions, besides teaching, learning, and technology are international travel, showing horses, and hanging out with anything with four legs.

Dana C. Ernst

Dana C. Ernst received his B.S. from George Mason University, an MS from Northern Arizona University, and completed his Ph.D. at the University of Colorado at Boulder in 2008. He is currently an Assistant Professor at Northern Arizona University in Flagstaff, AZ. Furthermore, Ernst is a Project NExT national fellow and Special Projects Coordinator for the Academy of Inquiry-Based Learning. His primary research interests are in the interplay between combinatorics and algebraic structures. More specifically, he studies the combinatorics of Coxeter groups and their associated algebraic structures. In addition, Ernst is passionate about mathematics education and his scholarly activities include topics in this area with a specialization in inquiry-based learning. Lastly, Ernst is an avid cyclist, trail runner, and rock climber.