A supported flipped learning model for mathematics gives safety nets for online and blended learning

Staddon, Rachel V

Abstract

Flipped learning is a popular pedagogy, and its benefits, challenges and implementations have recently been discussed widely. This study presents the implementation of a new ‘supported’ flipped learning model for teaching foundation-year mathematics, built on mathematics anxiety principles. Effective flipped learning re- quires a good course structure, and therefore the purpose of this study is to explore student perspectives and experiences of the structure of the supported flipped learning model. Interviews were carried out with students who took a foundation mathematics module between 2016 and 2021 (n = 34), including cohorts who experi- enced it in blended forms and entirely online. One overarching theme of structure and online working encap- sulates six themes forming the discussion: ‘timing is important’; ‘structure of materials’; ‘online enables access’; ‘distractions online and at home’; ‘finding online difficult’; and ‘better than traditional teaching methods’. The results show that students from a range of disciplines, including non-STEM (science, technology, engineering, and mathematics) courses, are positive about the supported flipped learning model for studying mathematics, believing it superior to traditional teaching methods. The structure of this model gives students a sense of progression while providing a safety net for students with lower levels of self-regulation who often find flipped environments challenging. The structure of lessons, the materials used, and delivery infrastructure are crucial to success. The new model presented here advances current use of flipped learning for mathematics, and potentially other subjects, in higher education. The structure has also been shown to be appropriate for rapid transition to online learning.

Citation

Staddon, R. V. (2022). A supported flipped learning model for mathematics gives safety nets for online and blended learning. Computers and education open, 3, Article 100106. https://doi.org/10.1016/j.caeo.2022.100106

• Journal Article Type: Article
• Acceptance Date: Sep 4, 2022
• Online Publication Date: Sep 7, 2022
• Publication Date: 2022
• Deposit Date: Sep 19, 2022
• Publicly Available Date: Oct 7, 2022
• Journal: Computers and Education Open
• Electronic ISSN: 2666-5573
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 3
• Article Number: 100106
• DOI: https://doi.org/10.1016/j.caeo.2022.100106
• Public URL: https://durham-repository.worktribe.com/output/1194213