Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Traditional lecture style courses use class time to deliver new material to students and homework to provide practice. Flipped classrooms, on the other hand, provide new material outside of class and students are then given opportunities to work actively on problems during class time. A flipped classroom design combines active, problem-based learning activities with direct instruction methods, and is seen by many as a teaching method that results in higher student satisfaction, greater retention of knowledge, and increased depth of knowledge  . The initial implementation of a flipped classroom can be difficult for teachers. Time is needed to develop instructional materials for students to view outside of class, in addition to time needed to develop constructive in-class activities. Teachers who have persisted with this teaching method often report that their classrooms are not optimized until the third or fourth implementation. This paper describes the three-year progression from traditional lecture style to flipped classroom design of a large enrollment differential equations course at a metropolitan research university’s engineering school. The discussion section of the paper reflects on specific implementation difficulties of a flipping a classroom, and gives strategic suggestions for instructors who are beginning to design this type of curriculum.
Bego, C. R., & Ralston, P. A., & Thompson, A., & Parsons, A., & Crush, G. J. (2018, June), Flipping the Differential Equations Classroom: Changes Over Time Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30528
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