In order to address the needs of undergraduate mathematics students at Memorial University, this project explores different classroom models that enhance student learning.
One such model is the flipped or inverted classroom model where introductory calculus students are provided with digital versions of each lesson/lecture before the class via screen casting. Then, they use their in-class time to dig into the lecture material through discussions, practice questions, and so on. This is in contrast to the traditional model that sees students attend lectures and then do the practical work at home.
Students have responded well to this new model and Course Evaluation Questionnaires had a high response rate and a high rating of the course.
This work has been presented at Open Education Week at Grenfell Campus, to the Grenfell Teaching Committee, to the Western Regional Nursing School’s professional development seminars, and at the Canadian Mathematical Society’s recent conference in Charlottetown, PEI.
This course design concept is currently being redeveloped for use as a distance education resource and is part of ongoing practice-based pedagogical research in structuring first year mathematics courses to best meet student needs.