AN HYBRID AND FLIPPED EXPERIENCE SUPPORTED BY MATH AND MOTION MOOC WHERE STUDENTS PARTICIPATE ON THEIR OWN ASSESSMENT

In this paper we discuss about the design and development of the hybrid / flipped classroom course Introduction to College Mathematics supported by the Massive Open Online Course (MOOC) Math and Motion in Coursera. This experience took place with eight of a total of eleven groups in the fall semester 2013, including seven teachers. This is a readiness course offered to students enrolled for the first time at a university in northern Mexico. The intention of the course is to give an introduction to Calculus, combining previous elements of Algebra and Analytic Geometry to foster their use in the study of linear motion. The design of the course considers linear motion context to give the chance for the learning of Calculus with a real meaning. The course included online participation of students outside the classroom, watching videos in Coursera, so they get ready for planned activities in the classroom. The goal of classroom activities was to deepen learning promoted by the videos on the MOOC. To do this, students during classroom sessions, used collaboratively different specialized software, and delivered their activity on the Blackboard course platform. Each week, one online assessment administrated by Coursera was done in the classroom, and students had the opportunity to access it twice more and improve their grades. Students also experience a process of self-assessment for each class, to grade their own performance during classroom activity. Collaborative work done by the seven teachers, include periodic work sessions, to systematically promote decisions about the benefits of such innovative format for the course. A diagnostic study was conducted to evaluate various dimensions of experience. Here we focus on the process of self-assessment of the student to build the course grade. The results show that there are the same proportions of students who approved with this format, or with the conventional format, in which the teacher gives the student grade. We share this experience to promote academic reflection on the assessment process that took place in readiness course we have described, where technology is a strong component on design. We gave an opportunity for students to take responsibility for their performance in the course, and findings showed us that we took a good decision.