Abstract
The flipped classroom is an active and interactive education method that helps instructors to promote a significant change in the teaching and learning process, inverting activities, and transform the traditional teaching and learning styles. The application of the flipped classroom style is not simple and involves the instructor's commitment and consistency to facilitate the student self-regulation of activities to promote learning, especially in such difficult subjects as mathematics, physics, chemistry, etc. However, with the nowadays development of the Artificial Intelligent (AI), a lot of possibilities to engage students into the learning process arise. The objective proposed in the current work is to discuss positive and negative aspects of the flipped modulus style and use of the AI in the flipped style method on the example of the first year Calculus course. To assess the results varied methodologies have been applied. We use cross-institutional qualitative and quantitative analysis, as well as discourse analysis to achieve our goals. The results were satisfactory. It appears that in average the student’s scores in the Flipped Classroom environment are by 5% higher than the ones in the traditional classroom. Moreover, for some of the topics, the different is 14.5% in favour of the Flipped Classroom style.
Keywords
flipped classroom classical lecture environment calculus education in the post- pandemic recovery
References
- Berrett, D., (2012). How flipping the classroom can improve the traditional lecture. The Chronicle of Higher Education, 58(25), February 19. https://www.chronicle.com/article/how-flipping-the-classroom-can-improve-the-traditional-lecture/
- Divjak, B., Rienties, B., Iniesto, F., Vontra, P., & Žižak, M. (2022). Flipped classrooms in higher education during the COVID-19 pandemic: findings and future research recommendations. International Journal of Educational Technology in Higher Education, 19(9). https://doi.org/10.1186/s41239-021-00316-4
- Khan, S., (2011). Let’s use video to reinvent education. TED Talks: http://www.ted.com/talks.html
- Khanittanuphong, P., Iamthanaporn, K., Bvonpanttarananon, J., (2022). The impact of the transition from flipped classroom to online lectures on learning outcomes and student satisfaction in a rehabilitation medicine clerkship during the COVID-19 pandemic. BMC Medical Education, 22(885), https://doi.org/10.1186/s12909-022-03959-7
- Smith, M.K., Wood, W.B., Krauter, K., Knight, J.K, (2012). Combining peer discussion with instructor explain- nation increases student learning from in-class concept questions. Life Sciences Education, 10, 55-63.
- Linling, Z., Abdullah, R., (2023). The impact of COVID-19 Pandemic on flipped classroom for EFL Courses: a systematic literature review, 13(1). https://doi.org/10.1177/21582440221148149
Abstract
References
- Berrett, D., (2012). How flipping the classroom can improve the traditional lecture. The Chronicle of Higher Education, 58(25), February 19. https://www.chronicle.com/article/how-flipping-the-classroom-can-improve-the-traditional-lecture/
- Divjak, B., Rienties, B., Iniesto, F., Vontra, P., & Žižak, M. (2022). Flipped classrooms in higher education during the COVID-19 pandemic: findings and future research recommendations. International Journal of Educational Technology in Higher Education, 19(9). https://doi.org/10.1186/s41239-021-00316-4
- Khan, S., (2011). Let’s use video to reinvent education. TED Talks: http://www.ted.com/talks.html
- Khanittanuphong, P., Iamthanaporn, K., Bvonpanttarananon, J., (2022). The impact of the transition from flipped classroom to online lectures on learning outcomes and student satisfaction in a rehabilitation medicine clerkship during the COVID-19 pandemic. BMC Medical Education, 22(885), https://doi.org/10.1186/s12909-022-03959-7
- Smith, M.K., Wood, W.B., Krauter, K., Knight, J.K, (2012). Combining peer discussion with instructor explain- nation increases student learning from in-class concept questions. Life Sciences Education, 10, 55-63.
- Linling, Z., Abdullah, R., (2023). The impact of COVID-19 Pandemic on flipped classroom for EFL Courses: a systematic literature review, 13(1). https://doi.org/10.1177/21582440221148149
Details
| Primary Language | English |
|---|---|
| Subjects | Science and Mathematics Education (Other) |
| Journal Section | Math Teaching Strategies |
| Authors | |
| Early Pub Date | December 22, 2023 |
| Publication Date | December 30, 2023 |
| Submission Date | November 20, 2023 |
| Acceptance Date | December 20, 2023 |
| Published in Issue | Year 2023 Volume: 4 Issue: 2 |
