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ERIC Number: EJ1079719
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
Reference Count: 5
ISBN: N/A
ISSN: ISSN-1051-1970
Student Perceptions of the Flipped Classroom in College Algebra
Ogden, Lori
PRIMUS, v25 n9-10 p782-791 2015
The flipped classroom approach was implemented across three semesters of a College Algebra course. This paper is part of a larger design and development research study and focuses on student perceptions of the flipped classroom teaching approach. Qualitative methodology was used to describe how students perceived the instruction of their College Algebra course. Findings indicated that students felt that the teaching approach enabled them to ask more questions in class, the course components worked together to foster increased student learning, and the course design facilitated self-paced instruction.
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A