View Proposal #466
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| ID | 466 |
|---|---|
| First Name | Ranthony A.C. |
| Last Name | Edmonds |
| Institution | University of Iowa |
| Speaker Category | graduate student |
| Title of Talk | A Case for Blended Learning: A Partially Flipped Trigonometry Course |
| Abstract | Blended learning is an instructional approach that combines online digital media with traditional classroom methods. Blended courses are sometimes known as hybrid courses in that some of the introduction is occurring outside of the classroom, and it has gained recent attention as a method to address remediation and student motivation in introductory math courses in higher education. Flipped instruction is a type of blended learning that has gained a lot of attention as an alternative to lecture based instruction in its own right. However, common pitfalls of this technique include resistance from instructors due to the perceived amount of time to create instructional videos and materials, and from students due to the amount of independent learning required outside of class. Partially flipped instruction addresses these concerns by incorporating both independent and face-to-face instruction. It can also alleviate the amount of time spent on additional materials by instructors, while still holding students accountable for their own learning outside of class. This talk will give a brief introduction to blending learning, what is it, and what it is not. Next, we will focus on a particular type of blended learning, flipped instruction, and subsequently a partially flipped model used in the Spring of 2017 at the University of Iowa for a College Trigonometry course. The main features of this model included instructional videos, created with Doceri for iPad, which were viewed outside of class once a week by students, coupled with a short assessment based on that instruction. The following ‘flipped’ period involved individual and/or group activities expanding upon concepts introduced in the videos. Canvas by Instructure was used heavily throughout the course. Motivation and implementation of the design will be described, quantitative data with regards to course assessments will be given, and the results of a qualitative survey given to students about their experience in the course will be shared. Last, we will describe some specific efforts of certain math departments to incorporate blended learning in their curricula. |
| Subject area(s) | Blended learning; flipped instruction; trigonometry |
| Suitable for undergraduates? | Y |
| Day Preference | SaturdayMild |
| Computer Needed? | N |
| Bringing a laptop? | Y |
| Overhead Needed? | N |
| Software requests | |
| Special Needs | |
| Date Submitted | 09/22/2017 |
| Year | 2017 |