Adventures in Flipping College Algebra

Abstract

This paper outlines the experience of a university professor who implemented flipped learning in two sections of college algebra courses for two semesters. It details how the courses were flipped, what technology was used, advantages, challenges, and results. It explains what students do outside of class, what they do inside class, and discusses what students thought of the course based on surveys and course evaluations. It also compares results on a similar final exam to those of a control group.     

A qualitative synthesis of video feedback in higher education

While written and audio feedback have been well-examined by researchers, video feedback has received less attention. This review establishes the current state of research into video feedback encompassing three formats: talking head, screencast and combination screencast. Existing research shows that video feedback has a high level of acceptability amongst both staff and students and may help strengthen student-marker relationships; however, the impact of video feedback on student learning outcomes is yet to be determined. In addition, current evidence is drawn largely from small-scale studies and self-reported data susceptible to the novelty effect. While video feedback appears to be a promising alternative to traditional written feedback for its relative relational richness, the medium continues to be primarily used for information transmission rather than dialogue. Further research is needed to establish how the medium of video influences the feedback process, its potential to facilitate dialogue and its effects on student learning.     

Learning for All: Teaching Students,Faculty, and Staff with Screencasting

Three academic librarians from different departments at the Auraria Library—instruction, systems, and technical services—share a common methodology to teach students, academic faculty, and colleagues. These librarians use screencasting as an essential and creative technique to instruct all users. Patrons receive greater value when the authors sacrifice perfection and respond immediately to on-campus and distance learners' needs with short and rapidly-produced online tutorials. This article presents guidance and rationale for creating, evaluating, and publicizing similar tutorials.     

Partially Flipped Linear Algebra: A Team–Based Approach

Abstract

In this article we describe a partially flipped Introductory Linear Algebra course developed by three faculty members at two different universities. We give motivation for our partially flipped design and describe our implementation in detail. Two main features of our course design are team-developed preview videos and related in-class activities. We share quantitative data and qualitative lessons learned related to our project.