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Improved engagement and learning in flipped-classroom calculus
KTH, School of Education and Communication in Engineering Science (ECE), Learning.ORCID iD: 0000-0002-4677-1498
KTH, School of Engineering Sciences (SCI), Mathematics (Dept.).ORCID iD: 0000-0003-1755-3640
KTH, School of Education and Communication in Engineering Science (ECE), Learning.ORCID iD: 0000-0002-3027-514X
2017 (English)In: Teaching Mathematics and its Applications, ISSN 0268-3679, E-ISSN 1471-6976, 1-9 p.Article in journal (Refereed) Published
Abstract [en]

We report on an effort tomeasure the effect of replacing traditional lecture-based teachingin calculus with a flipped-classroom approach.We base the comparison between the twoteaching models on data fromthree sources: (a) a Calculus BaselineTest, designed specificallyfor this purpose and given as pre-test and post-test; (b) a survey measuring studentengagement; and (c) student achievement on the final exam. On the Calculus BaselineTest, we found that the normalized gain was 13% higher in the flipped-classroom group.Similarly, the flipped-classroom group scored significantly higher on the engagementsurvey. Also, the students of the flipped-classroom group performedmuch better than expectedon the final exam of the course, with a substantial decrease in failure rate.

Place, publisher, year, edition, pages
Oxford University Press, 2017. 1-9 p.
Keyword [en]
student learning, engagement, flipped classroom, teaching, engineering education
National Category
Educational Sciences Learning
Research subject
Education and Communication in the Technological Sciences
Identifiers
URN: urn:nbn:se:kth:diva-209452DOI: 10.1093/teamat/hrx007OAI: oai:DiVA.org:kth-209452DiVA: diva2:1112242
Note

QC 20170620

Available from: 2017-06-20 Created: 2017-06-20 Last updated: 2017-06-20Bibliographically approved

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