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dc.contributor.authorJohnston, Barbara M
dc.date.accessioned2018-07-30T03:15:53Z
dc.date.available2018-07-30T03:15:53Z
dc.date.issued2017
dc.identifier.issn0020-739X
dc.identifier.doi10.1080/0020739X.2016.1259516
dc.identifier.urihttp://hdl.handle.net/10072/100968
dc.description.abstractThis paper describes and analyses the implementation of a ‘flipped classroom’ approach, in an undergraduate mathematics course on numerical methods. The approach replaced all the lecture contents by instructor-made videos and was implemented in the consecutive years 2014 and 2015. The sequential case study presented here begins with an examination of the attitudes of the 2014 cohort to the approach in general as well as analysing their use of the videos. Based on these responses, the instructor makes a number of changes (for example, the use of ‘cloze’ summary notes and the introduction of an extra, optional tutorial class) before repeating the ‘flipped classroom’ approach the following year. The attitudes to the approach and the video usage of the 2015 cohort are then compared with the 2014 cohort and further changes that could be implemented for the next cohort are suggested.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherTaylor & Francis
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto14
dc.relation.ispartofjournalInternational Journal of Mathematical Education in Science and Technology
dc.subject.fieldofresearchMathematics and Numeracy Curriculum and Pedagogy
dc.subject.fieldofresearchOther Mathematical Sciences
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode130208
dc.subject.fieldofresearchcode0199
dc.subject.fieldofresearchcode1302
dc.titleImplementing a flipped classroom approach in a university numerical methods mathematics course
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionPost-print
gro.facultyGriffith Sciences, School of Natural Sciences
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version.
gro.rights.copyright© 2016 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Mathematical Education in Science and Technology on 2 December 2016, available online: https://doi.org/10.1080/0020739X.2016.1259516
gro.hasfulltextFull Text
gro.griffith.authorJohnston, Barbara M.


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