A PARTIALLY FLIPPED TRIGONOMETRY COURSE · 2019-11-15 · • Short review of video quiz content...
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A CASE FOR BLENDED LEARNING: A PARTIALLY FLIPPED TRIGONOMETRY COURSE Ranthony Edmonds PhD Candidate Department of Mathematics University of Iowa
Transcript of A PARTIALLY FLIPPED TRIGONOMETRY COURSE · 2019-11-15 · • Short review of video quiz content...
ACASEFORBLENDEDLEARNING:APARTIALLYFLIPPEDTRIGONOMETRYCOURSE
RanthonyEdmondsPhDCandidateDepartmentofMathematicsUniversityofIowa
Outline
Introduction
1
Methodology
2
Results
3
Reflections
4
Extensions
5
What is Blended Learning?
BlendedLearning
OnlineLearning
Face-to-FaceLearning
Blendedlearning isanyformaleducationinwhichastudentlearnsatleastinpartthroughonlinelearningwithsomeelementofstudentcontrolovertime,place,path,and/orpace
• Partinasupervisedbrick-and-mortarlocation
• Integratedlearningexperience
Blended Learning
Studentslearninpartthroughonlinelearningandhaveanelementofcontroloverwhere,when,andhowtheywork
Technology-rich Instruction
Studentsusetechnologytodothesameworkatthesameplace,time,andpace
Devicesareusedtoleverageopportunityforpersonalization
Classroomsfundamentallyshiftinstructioninawaythatprovidesanintegratedlearningexperience
Devicesareusedtosupporttraditionalinstruction
Classroomsmayenhancetraditionallearningexperiences
Blended Learning Models
1. EnrichedVirtual2. Flex3. AlaCarte4. StationRotation5. LabRotation6. IndividualRotation7. FlippedClassroom
What is Flipped Instruction?
Motivation
UsedinstructionalvideosintermittentlyinBasicAlgebraCourse
Trigonometryfollowscollegealgebraandprecedescalculus
CapstoneprojectforTeachingFellowship
TeachingasResearch(TAR)ProjectforCIRTLatUIOWAcenterfortheintegrationofteachingresearchandlearning)
Methodology
Model:Onedayofflippedinstruction,twodaysoftraditionallecture
Created15instructionalvideosonmyiPadProusingDoceriappandApplePencil
CreatedVideoQuizassessmentdueeachMondayexcludingexamweeks(11totalquizzes)
FinalAnonymousSurveywascreatedusinglikertscaletoaddressresearchquestions
Thefinalsurveyaddressedthefollowing:
Students’perceptionoftheutilityoftheflippedinstructionalperiodandvideos/slidesoncourseassessments
1
Students’perceptionoftheirownlearningafterviewingthevideo/slidesandtheflippedinstructionalperiod
2
Students’attitudestowardsthepartiallyflippedformat
3
Format of the Partially Flipped Course
MONDAY
• Assessment: Video Quiz (due beginning of class)
• Review/questions (5-10 min)
• In-Class Activity
WEDNESDAY
• Assessment: Online HW (due at midnight)
• Homework questions (5-10 min)
• Lecture
FRIDAY
• Assessment: Quiz (20 minutes )
• Lecture
Note: All instructional materials, including solutions to video quizzes, select homework problems, extra worksheets, links to instructional videos, and class notes were available on the course ICON site
Instructional Videos
• Created with Docerifor iPad on iPad Pro 12.9"
• Some were pulled from YouTube
• Average Length: 9:52• Introductory content
only• Video Quiz created
before the instructional video
Video Quizzes
• 10 points each• Worth 1/3 of total quiz
grade• Submitted online before
class or at the beginning of class
• Format: True/False, Multiple Choice, Fill in the blank, Plot, Graph, Short Answer
• Average Length: 6 questions
Monday Class• Shortreviewofvideoquizcontent• Interactiveactivitiestoexpanduponvideocontent
11flippedperiods:• GroupWorksheets(6)• IndirectMeasurementActivity• TopChefGraphersGame• Trashketball Game• JeopardyGame• Speed‘Equating”
Results
VideoQuizAverage:7.98/10
PassingRateforVideoQuiz:88.55%(percentofclassscoringatleast7/10)
20/24studentswithfinalgradeof70%andabove
21/24completedthefinalsurvey
Video Quiz Scores
Final Survey Results
Attitudetowardsflippedinstruction
Perceptionoflearningviaflippedinstruction
Utilityofflippedinstructionforassessments
Miscellaneous
Final Survey Results
SurveyQuestions Agree Neutral DisagreeWatchingthevideoshelpsmecompletethein-classactivities 15 5 1I usedthevideosand/orslidesofthevideostoprepareforthequizzes 11 6 4I usedthevideosand/orslidesofthevideostoprepareforexams 9 5 7Watching thevideosand/orviewingtheslidesofthevideoshelpsmecompletethevideoquizzes
18 2 1
The in-classactivitieshelpsmedothehomework 15 3 3
Whatwasthestudents’perceptionoftheutilityoftheflippedinstructionalperiodandvideos/slidesoncourseassessments?
Final Survey Results
SurveyQuestions Agree Neutral DisagreeWatchingthe videoshelpsmeunderstandconceptsthatarenewtome 18 1 2Ifeelconfidentaboutthematerialafterwatchingthevideoand/orviewingthevideoslides
9 9 2
Thein-classworkhelpsmelearnthecoursecontent 18 2 1Ifeltconfidentaboutthevideocontentaftercompletingthein-classactivitiesonMonday
13 5 3
Itishelpfultoworkthrough problemsonMondaywhenotherstudentsandtheinstructorareavailabletoanswerquestions
16 5 0
Whatwasthestudents’perceptionoftheirownlearningafterviewingthevideo/slidesandparticipatingintheflippedinstructionalperiod?
Final Survey Results
SurveyQuestions Agree Neutral DisagreeIpreferin-classactivitiestolecturebasedinstruction 6 11 4Ipreferamixofin-classactivitiesandlecturebasedinstruction 16 4 1Theformatofthisclassisenjoyable 13 5 3Iwouldenrollinanothercoursethatusesvideosoutsideofclass 16 2 3Irecommendthatfacultywhoteachothermathcoursesdevelopvideosforstudentstoviewoutsideofclass
18 0 3
Ipreferlecturebasedinstructiontoin-classactivities 8 8 5
Whatwerestudents’attitudestowardsthepartiallyflippedformat?
Final Survey Results
SurveyQuestions Agree Neutral DisagreeIwould watchtheinstructionalvideosand/orviewtheslidesifIdidnothavetocompleteavideoquizafterward
10 3 8
Miscellaneous
Final Survey Q1) What, if anything, did you like about the partially flipped format of the course?
“IlikethefactthatIcanactuallyaskquestionsifIneedto!It’sveryunusual/newtometobeallowedtodoso.Ialsolikehowmuchmorepersonaltheclassroomfeels.The“FoodWars”gamewaskindoffuntoo…”
“Videoquizzeswereactuallygoodwiththenewconcepts,itlayed outthebigideaandhelpedmeunderstanditbetter.”
“Itkeptthematerialmorefreshinmymind.Italsoprovidedanotheravenueformybraintolearn.”
“Easiertostudywiththevideos.Moreaccessibleexamplesandexplanations.”
“IlikedbeingabletohaveabetterideaofthematerialbeforecomingintoclassonMonday.Itwas[nice]nottofeeloverwhelmedwithnotes.”
“Thevideoquizwasagoodboosttomygrade.”
“Classwasenjoyable,Ialsolikedhavingaccesstoallthenotesonline[and]videos.”
Final Survey Q2) What, if anything, did you dislike about the partially flipped format of the course?
“Thevideoquizzesmeanttherewasanextraassignmenttocompleteeachweek.”
“Sometimesthegroupactivitiesmademenervousbutsometimestheywerefun—likejeopardy.Probablygoodtogetoutofcomfortzone.”
“Thein-classactivitiesdidnotusuallylineupwiththeproblemsonWiley-Plus.Wiley-Pluswasalsoapainintheneck,notveryuserfriendly.”
“Sincewearejustlearningit,wemightnotunderstandaconceptcompletelyormighthavequestionsthatcannotbeanswereduntilafterthevideoquiz.Sothevideoquizgradescanhurtyou.”
“Maybemorelecturingbecauseyoumightendupinagroupwhostilldoesn’tgraspthenewmaterialandthenfromthereitwouldbehardtolearnanything.”
“Ididnotlikethespeedordiscussions.”
“SometimesIfeltlikewedidn’tcoverenoughofthematerialinclassinordertodowellonthehomework.
Final Survey Q3) If you could offer one suggestion for change in the format of the course, what would it be?“Ifpossibledothevideoquizinclassthefollowingdaythatwaytheteachercananswerafewquestionsandifeveryoneisstrugglingonaconceptitcanbereviewedbeforethequiz.AlsonoWileyPlus.”
“Makehomeworkdueonthedayofthe[in-class]quiz!”
“MaybehandoutvideoquizPDFsifthatmaterialwon’tbelecturedon.Ididn’ttakenotesonvideoquiinfo,theningroupactivitieshadnothingtosolvetheproblemswith—>lackedthenotes.”
“SomethingotherthanWiley.”
“Makevideoquizzesoptionalorworthlesspoints.Itwasstressfulhavingtoteachyourselfsomethingthatwouldreflectonyourgrade.”
“Don’tmakethevideo[quizzes]dueonMonday,orifyou’regoingto,postthembeforetheweekend.”
“Morein-classexamples!They’regoodlearningtools.”
Reflections
Instructional Videos• Should be available at least 1
week in advance• Students appreciated having a
PDF version of the video slides• Enjoyed using Doceri; will use
i-Movie as an editor in future• Next will incorporate more IBL
into in-class worksheets
Assessment• Online HW system did not align
well with course format• Online quizzes troublesome
using Canvas by Instructure
Future Applications
• Will adopt model to future courses• Model could still be used with all videos pulled from sources
online• Model can be adapted for use with guided notes instead of videos• Learn more about open source documents like WebWork to use as
assessment with this instructional method
References
Carney,D.,Ormes,N.,Swanson,R. PartiallyFlippedLinearAlgebra:ATeam-BasedApproach,Problems,Resources,andIssuesinMathematicsUndergraduateStudies.25,641-654.(2015).
Washerman,N.,QuintC.,NorrisS.,CarrT,.ExploringFlippedClassroomInstructioninCalculusIII,InternationalJournalofScienceandMathEducation.15,545-568(2017).
Thai,N.,WeberB.,Valcke,M.Theimpactofaflippedclassroomdesignonlearningperformanceinhighereducation:Lookingforthebest“blend”oflecturesandguidingquestionswithfeedback,Computers&Education.107,113-126(2017).
Zheng,W.,Becker,T.,Ding,X.TheEffectsof“FlippedClassroom”ConceptontheEffectivenessofTeaching.Proceedings,The2014ASEENorthMidwestSectionConference,IowaCity,IA.October16-17.(2014)
Swift,T.,Wilkins,B.APartialFlip,AWholeTransformation:RedesigningSophomoreCircuits, Proceedings,The121st ASEEAnnualConference&Exposition,Indianapolis,IN.June15-18(2014).
Contact
PersonalWebsitewww.RanthonyEdmonds.com
Access toSlideswww.RanthonyEdmonds.com/Conferences-and-Presentations.html
DirectLinktoTrigonometryCourseArtifactswww.RanthonyEdmonds.com/Trigonometry.html
