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Starting in March 2020, the COVID19 pandemic instantly affected the education of 14 million higher education students in the USA. The switch to remote instruction caught instructors and students off guard – teachers had to change their techniques, approaches, and course content rapidly (called “panicgogy”), and students had to adjust to remote instruction in a hurry. Hoping that the pandemic would not last too long, most had expected to return to the regular class format at most by the Fall semester. That expectation was quickly squashed as the summer semester progressed. If one were teaching a face-to-face classroom in a flipped modality, it would be even more challenging to teach a flipped class in an online environment. In this paper, we present how the instructor overhauled a face-to-face flipped class in Numerical Methods to an online environment. This involved 1) rethinking the learning design of the course content via the learning management system, 2) using Microsoft forms as personal response systems, and YouTube for video lectures, 3) not only using break-out rooms for peer-to-peer learning but the “main room” for individual learning as well, 4) exploit the availability of two computers and multiple monitors to deliver and observe the synchronous part of the class, 5) use of discussion boards to streamline the flow of communication that would have otherwise been unwieldy for the instructor, TAs, and students alike, 6) changes made to assessment as it had to be carried online and within a proctoring software environment, 7) changes in the conducting of office hours. The above items will be discussed in the paper, and comparisons of face-to-face and online implementations will be made. The ultimate goal is to present a logic model for a typical lecture-based online flipped STEM classroom for efficient and effective implementation by other instructors.
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Capturing variability in flipped mathematics instruction
Flipped instruction is being implemented in an increasing number of mathematics classes but the research base is not yet well developed. Many studies of flipped instruction involve a small number of flipped classes being compared to non-flipped classes, but this methodology fails to account for variations in implementations. To aid in the systematic attention to variation, this article presents a framework for flipped mathematics instruction that identifies key features of the videos assigned as homework as well as features of the in-class activities. The components of the framework are accompanied by proposed quality indicators to further distinguish between flipped implementations that are structurally similar but different in enactment
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- Award ID(s):
- 1721025
- PAR ID:
- 10097331
- Date Published:
- Journal Name:
- Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
- Page Range / eLocation ID:
- 1052-1059
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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