About this paper

Appears in:
Pages: 3844-3853
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.0749

Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain

FLIPPING A MATHEMATICS COURSE, A BLENDED LEARNING APPROACH

A.P. Lopes1, F. Soares2

1Polytechnic of Porto (P.Porto) / ISCAP - CEOS.PP (PORTUGAL)
2Polytechnic of Porto/ESHT - ESMAD/CITH - uniMAD (PORTUGAL)
Flipped classroom pedagogy has become popular in several different courses in Higher Educational Institutions (HEI). Important advantages being the increased level of lecturer and student interaction, which can have a strong impact on students’ motivation, engagement, satisfaction and performance. A flipped based experiment was implemented in 2015-2016 and 2016-2017 in a Mathematics Course, at the Institute of Accounting and Administration of Porto (ISCAP), using Moodle quizzes reinforced by in-class activities and support via PowerPoint with audio support, YouTube tutorial videos and online reading materials before and after classes. In this new organizational design for the teaching and learning paradigm, as its name transmits, there was pedagogical switch of the traditional academic procedure as students’ first contact with the subjects and themes was made outside the “four wall classroom bounds”. Teachers’ role was transposed into a kind of guide and facilitator, indicating the way to go, avoiding to walk in a parallel path, or even ahead, but indicating the way to go, motivating students in their own knowledge construction, letting them lead the way, following and supporting, constantly and carefully monitoring their learning outcomes, only interfering in the learning process as an anchor where students can rely, adjusting the right paths when they seem to deviate from the predefined learning goals. Classroom time was consumed with open discussions, solving tasks and application problems, clarifying the supporting fundaments, in order to improve students’ engagement into their learning process in a collaborative environment. The operational stages and procedures will be described and, additionally, several results obtained during its implementation will be presented.
@InProceedings{LOPES2018FLI,
author = {Lopes, A.P. and Soares, F.},
title = {FLIPPING A MATHEMATICS COURSE, A BLENDED LEARNING APPROACH},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.0749},
url = {http://dx.doi.org/10.21125/inted.2018.0749},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {3844-3853}}
TY - CONF
AU - A.P. Lopes AU - F. Soares
TI - FLIPPING A MATHEMATICS COURSE, A BLENDED LEARNING APPROACH
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.0749
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 3844
EP - 3853
ER -
A.P. Lopes, F. Soares (2018) FLIPPING A MATHEMATICS COURSE, A BLENDED LEARNING APPROACH, INTED2018 Proceedings, pp. 3844-3853.
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