Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/27140

Flipped Teaching in a College Algebra Classroom: An Action Research Project

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13132s Moroney ETEC Paper for TCC.pdf TCC Paper 123.68 kB Adobe PDF View/Open
13132s Moroney ETEC 690 TCC Presentation.pptx TCC Presentation 3.96 MB Microsoft Powerpoint XML View/Open
Moroney ETEC 690 Survey Form.doc Survey Form 34.5 kB Microsoft Word View/Open
ETEC 690 Survey Data.docx Survey Data 99.31 kB Microsoft Word XML View/Open
ETEC 690 Survey Analysis.docx Survey Analysis 123.87 kB Microsoft Word XML View/Open
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Item Summary

Title:Flipped Teaching in a College Algebra Classroom: An Action Research Project
Authors:Moroney, Sean
Contributors:Eichelberger, Ari (instructor)
Keywords:Flipped Teaching
Date Issued:28 Apr 2013
Abstract:A project to evaluate a method of flipped teaching was set up within two separate College Algebra classes. From the curricula of each, the topic of radicals was chosen as the subject to have the flipped teaching approach; this happened over two consecutive class sessions. The rest of the class content was taught in the traditional lecture style. In the week before the class sessions, the students were provided with YouTube videos specially prepared for the students to review before the classes met and with links to the related Khan Academy videos and practice sessions. In class, the students worked in teams on related problems while the instructor circulated, providing individual instruction. Each of the teams presented their solution methods to the class. The students were surveyed regarding their experiences with the digital media, the instructional links, and the applied work done in the class, as well as about their impressions of the flipped style relative to the more traditional style of instruction.
Pages/Duration:9
URI/DOI:http://hdl.handle.net/10125/27140
Appears in Collections: ETEC 690, Spring 2013


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