FLIPPED CLASSROOMS IN COLLEGE: CALCULUS STUDENTS’ PERCEPTIONS AND PERFORMANCE

Classroom flipping is a teaching model that uses technology to interchange the roles of traditional lectures and homework. In flipped classrooms, students view video lectures at home on their own time, while classroom time is devoted to group work, homework, or other activities that actively engage the students with the material. This model has received considerable attention in the last few years, especially at the school level; however, there is still little research evidence about the effects of flipped classrooms on student performance and learning outcomes. In this study we explored the effects of flipping a calculus class; in particular, we studied two main aspects: performance and attitudes. Specifically, we analyzed the impact of this teaching model on students' performance on graded coursework. In addition, we evaluated students' perceptions of the classroom flipping model by analyzing students' responses to Likert-scale items as well as open-ended questions eliciting their teaching and learning preferences. In this paper we report the results of this study and discuss the implications for future research and practice to enhance the undergraduate learning experience of mathematics.