12/2020 vol. 16
Stats
CC-BY 4.0
Get citation
RESEARCH PAPER
Mathematics for Computer Science: A Flipped Classroom with an Optional Project
Yehudit Judy Dori 1,2
,
 
Zehavit Kohen 1
,
 
Brian Rizowy 1
 
 
 
More details
Hide details
1
Faculty of Education in Science and Technology, Technion-Israel Institute of Technology, Haifa 3200003, ISRAEL
 
2
School of Engineering, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
 
 
Publication date: 2020-11-05
 
 
EURASIA J. Math., Sci Tech. Ed 2020;16(12):em1915
DOI: https://doi.org/10.29333/ejmste/9149
 
 
Article (PDF)
References (52)
 
KEYWORDS
flipped classroom
teamwork
active learning
project-based learning
higher education
 
ABSTRACT
The Mathematics for Computer Science mandatory course was conducted in a flipped classroom (FC) setting with an optional, voluntary, project-based learning (PBL) component. The objective of this study was to examine the effect of studying in an FC setting, with and without PBL, on students’ problem-solving performance, conceptual understanding, and affective perceptions. Participants were 374 undergraduate freshmen and sophomores, of whom 20% elected to participate in an optional probability PBL. The most significant finding was the reinforcement of collaboration, as reflected by teamwork on problem solving during the FC class time. The PBL students demonstrated an advantage in their performance over their peers in probability—the topic they explored, and in their positive responses regarding studying in the FC setting, with an emphasis on the collaborative learning component. The research demonstrates the importance of active engagement in a technology-based environment in which STEM undergraduate students solve problems and implement projects.
 
REFERENCES (52)
1.
ABET (2019). General criterion 3. Student outcomes. Criteria for Accrediting Engineering Programs, 2018-2019. Retrieved from https://www.abet.org/accredita....
Google Scholar
 
 
2.
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345. https://doi.org/10.1016/j.comp....
CrossRef
 
Google Scholar
 
 
3.
Aşıksoy, G., & Özdamlı, F. (2016). Flipped Classroom adapted to the ARCS Model of motivation and applied to a physics course. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), 1589-1603. https://doi.org/10.12973/euras....
CrossRef
 
Google Scholar
 
 
4.
Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: blending, flipping, and efficiency in active learning classrooms. Computers and Education, 78, 227-236. https://doi.org/10.1016/j.comp....
CrossRef
 
Google Scholar
 
 
5.
Barak, M., Watted, A., & Haick, H. (2016). Motivation to learn in massive open online courses: Examining aspects of language and social engagement, Computers and Education, 94, 49-60. https://doi.org/10.1016/j.comp....
CrossRef
 
Google Scholar
 
 
6.
Bergmann, J., & Sams, A. (2012). Flip your classroom: reach every student in every class every day (pp. 120-190). Washington DC: International Society for Technology in Education.
Google Scholar
 
 
7.
Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A meta-analysis of blended learning and technology use in higher education: from the general to the applied. Journal of Computing in Higher Education, 26, 87-122. https://doi.org/10.1007/s12528....
CrossRef
 
Google Scholar
 
 
8.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In Proceedings of the Annual Conference of the American Society for Engineering Education (pp. 6219). Retrieved from http://www.asee.org/public/con....
Google Scholar
 
 
9.
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: sustaining the doing, supporting the learning. Educational Psychologist, 26(3 and 4), 369-398. https://doi.org/10.1207/s15326....
CrossRef
 
Google Scholar
 
 
10.
Chang, L. C., & Lee, G. C. (2010). A team-teaching model for practicing project-based learning in high school: Collaboration between computer and subject teachers. Computers & Education, 55(3), 961-969.‏ https://doi.org/10.1016/j.comp....
CrossRef
 
Google Scholar
 
 
11.
Chang, Y., Song, A., & Fang, R. (2018). Integrating ARCS model of motivation and PBL in flipped classroom: a case study on a programming language. Eurasia Journal of Mathematics, Science and Technology Education, 14(12), em1631. https://doi.org/10.29333/ejmst....
CrossRef
 
Google Scholar
 
 
12.
Chen, X., Breslow, L., & DeBoer, J. (2018). Analyzing productive learning behaviors for students using immediate corrective feedback in a blended learning environment. Computers & Education, 117, 59-74. https://doi.org/10.1016/j.comp....
CrossRef
 
Google Scholar
 
 
13.
Crawley, E. F., Brodeur, D. R., & Soderholm, D. H. (2008). The education of future aeronautical engineers: Conceiving, designing, implementing and operating. Journal of Science Education and Technology, 17(2), 138-151. https://doi.org/10.1007/s10956....
CrossRef
 
Google Scholar
 
 
14.
Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, California: Sage Publications, Inc.
Google Scholar
 
 
15.
DeLozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: a review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141-151.‏ https://doi.org/10.1007/s10648....
CrossRef
 
Google Scholar
 
 
16.
Dori, Y. J. (2003). A framework for project-based assessment in science education. In M. Segers, F. Dochy, & E. Cascallar (Eds.), Optimising New Modes of Assessment: In Search of Qualities and Standards (pp. 89-118). Dordrecht, the Netherlands: Kluwer.
Google Scholar
 
 
17.
Dori, Y. J., & Belcher, J. (2005). How does technology-enabled active learning affect undergraduate students' understanding of electromagnetism concepts?. The journal of the Learning Sciences, 14(2), 243-279.‏.
Google Scholar
 
 
18.
Dori, Y. J., Hult, E., Breslow, L., & Belcher, J. W. (2007). How much have they retained? Making unseen concepts seen in a freshman electromagnetism course at MIT. Journal of Science Education and Technology, 16(4), 299-323.‏.
Google Scholar
 
 
19.
Dori, Y. J., & Silva, A. (2010). Assessing international product design and development graduate courses: The MIT-Portugal program. Advances in Engineering Education, 2(2), 1-30.‏.
Google Scholar
 
 
20.
Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. (2006). Engineering design thinking, teaching, and learning. IEEE Engineering Management Review, 34(1), 65-65. https://doi.org/10.1109/EMR.20....
CrossRef
 
Google Scholar
 
 
21.
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 1-16. https://doi.org/10.1186/s41239....
CrossRef
 
Google Scholar
 
 
22.
Eberlein, T., Kampmeier, J., Minderhout, V., Moog, R. S., Platt, T., Varma-Nelson, P., & White, H. B. (2008). Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL. Biochemistry and Molecular Biology Education, 36(4), 262-273. https://doi.org/10.1002/bmb.20....
CrossRef
 
Google Scholar
 
 
23.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. https://doi.org/10.1073/pnas.1....
CrossRef
 
Google Scholar
 
 
24.
Golde, M. F., McCreary, C. L., & Koeske, R. (2006). Peer instruction in the general chemistry laboratory: Assessment of student learning. Journal of Chemical Education, 83(5), 804. https://doi.org/10.1021/ed083p....
CrossRef
 
Google Scholar
 
 
25.
Hallgren, K. A. (2012). Computing inter-rater reliability for observational data: An overview and tutorial. Tutorials in Quantitative Methods for Psychology, 8(1), 23-34. https://doi.org/10.20982/tqmp.....
CrossRef
 
Google Scholar
 
 
26.
Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 13(5), 1089-1113.‏ https://doi.org/10.1007/s10763....
CrossRef
 
Google Scholar
 
 
27.
He, W., Holton, A. J., & Farkas, G. (2018). Impact of partially flipped instruction on immediate and subsequent course performance in a large undergraduate chemistry course. Computers & Education, 125, 120-131.‏ https://doi.org/10.1016/j.comp....
CrossRef
 
Google Scholar
 
 
28.
Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/104973....
CrossRef
 
Google Scholar
 
 
29.
Huang, N. T. N., Chiu, L. J., & Hong, J. C. (2016). Relationship among students’ problem solving attitude, perceived value, behavioral attitude, and intention to participate in a science and technology contest. International Journal of Science and Mathematics Education, 14(8), 1419-1435.‏ https://doi.org/10.1007/s10763....
CrossRef
 
Google Scholar
 
 
30.
Jensen, J. L., Kummer, T. A., & Godoy, P. D. d. M. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE Life Sciences Education, 14(1), 1-12. https://doi.org/10.1187/cbe.14....
CrossRef
 
Google Scholar
 
 
31.
Kohen, Z. (2019). Informed integration of IWB technology, incorporated with exposure to varied mathematics problem-solving skills: its effect on students' real-time emotions. International Journal of Mathematical Education in Science and Technology, 50(8), 1128-1151.
Google Scholar
 
 
32.
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30. https://doi.org/10.1080/002204....
CrossRef
 
Google Scholar
 
 
33.
Lehman, E., Leighton, F. T., & Meyer, A. R. (2017). A textbook for the MIT course Mathematics for Computer Science. Retrieved from https://courses.csail.mit.edu/....
Google Scholar
 
 
34.
Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), 4. https://doi.org/10.1186/s41039....
CrossRef
 
Google Scholar
 
 
35.
Lundin, M., Rensfeldt, A. B., Hillman, T., Lantz-Andersson, A., & Peterson, L. (2018). Higher education dominance and siloed knowledge: a systematic review of flipped classroom research. International Journal of Educational Technology in Higher Education, 15(1), 1-30.‏ https://doi.org/10.1186/s41239....
CrossRef
 
Google Scholar
 
 
36.
Mayer, R. E. (2008). Applying the science of learning evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769. https://doi.org/10.1037/0003-0....
CrossRef
 
Google Scholar
 
 
37.
Molinillo, S., Aguilar-Illescas, R., Anaya-Sánchez, R., & Vallespín-Arán, M. (2018). Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learning in a social web-based environment. Computers & Education, 123, 41-52. http://doi.org/10.1016/j.compe....
CrossRef
 
Google Scholar
 
 
38.
Muir, T., & Geiger, V. (2016). The affordances of using a flipped classroom approach in the teaching of mathematics: a case study of a grade 10 mathematics class. Mathematics Education Research Journal, 28(1), 149-171. https://doi.org/10.1007/s13394....
CrossRef
 
Google Scholar
 
 
39.
Muir, T., Beswick, K., Callingham, R., & Jade, K. (2016). Experiencing teaching and learning quantitative reasoning in a project-based context. Mathematics Education Research Journal, 28(4), 479-501. https://doi.org/10.1007/s13394....
CrossRef
 
Google Scholar
 
 
40.
National Research Council. (2012). Discipline-based education research: Understanding and improving learning in undergraduate science education. (S. R. Singer, N. R. Nielsen, & H. A. Schweingruber, Eds.). Washington, DC: The National Academies Press.
Google Scholar
 
 
41.
National Science and Technology Council. (2013). Federal Science, Technology, Engineering, and Mathematics (STEM) education 5-year strategic plan. Retrieved from http://www.whitehouse.gov/site....
Google Scholar
 
 
42.
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85-95. https://doi.org/10.1016/j.ihed....
CrossRef
 
Google Scholar
 
 
43.
OCW.MIT.EDU.6.042 (2015). Mathematics for Computer Science Spring 2015. Retrieved from https://ocw.mit.edu/courses/el....
Google Scholar
 
 
44.
Opdecam, E., Everaert, P., Van Keer, H., & Buysschaert, F. (2014). Preferences for team learning and lecture-based learning among first-year undergraduate accounting students. Research in Higher Education, 55(4), 400-432.‏ https://doi.org/10.1007/s11162....
CrossRef
 
Google Scholar
 
 
45.
Reis, R. C. D., Isotani, S., Rodriguez, C. L., Lyra, K. T., Jaques, P. A., & Bittencourt, I. I. (2018). Affective states in computer-supported collaborative learning: Studying the past to drive the future. Computers & Education, 120, 29-50. https://doi.org/10.1016/j.comp....
CrossRef
 
Google Scholar
 
 
46.
Seman, L. O., Hausmann, R., & Bezerra, E. A. (2018). On the students’ perceptions of the knowledge formation when submitted to a project-based learning environment using web applications. Computers & Education, 117, 16-30. https://doi.org/10.1016/j.comp....
CrossRef
 
Google Scholar
 
 
47.
Shi, Y., Ma, Y., MacLeod, J., & Yang, H.H. (2019). College students’ cognitive learning outcomes in flipped classroom instruction: A meta-analysis of the empirical research. Journal of Computers in Education, https://doi.org/10.1007/s40692....
CrossRef
 
Google Scholar
 
 
48.
Thai, N. T. T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107, 113-126. https://doi.org/10.1016/j.comp....
CrossRef
 
Google Scholar
 
 
49.
Wang, K., & Zhu, C. (2019). MOOC-based flipped learning in higher education: students’ participation, experience and learning performance. International Journal of Educational Technology in Higher Education, 16(1), 33.‏ https://doi.org/10.1186/s41239....
CrossRef
 
Google Scholar
 
 
50.
Wasserman, N. H., Quint, C., Norris, S. A., & Carr, T. (2017). Exploring flipped classroom instruction in Calculus III. International Journal of Science and Mathematics Education, 15(3), 545-568.‏ https://doi.org/10.1007/s10763....
CrossRef
 
Google Scholar
 
 
51.
Webber, K. L. (2012). The use of learner-centered assessment in US colleges and universities. Research in Higher Education, 53(2), 201-228.‏ https://doi.org/10.1007/s11162....
CrossRef
 
Google Scholar
 
 
52.
Wiggins, B. L., Eddy, S. L., Wener-Fligner, L., Freisem, K., Grunspan, D. Z., Theobald, E. J., … Crowe, A. J. (2017). ASPECT: A survey to assess student perspective of engagement in an active-learning classroom. CBE Life Sciences Education, 16(2), 1-13. https://doi.org/10.1187/cbe.16....
CrossRef
 
Google Scholar
 
 
Share
Send by email
RELATED ARTICLE
Unpacking the advantages and challenges of flipped classrooms in initial mathematics teacher education in Vietnam
Onto-semiotic analysis of Colombian engineering students’ mathematical connections to problems-solving on vectors: A contribution to the natural and exact sciences
Teaching and learning of physical sciences grade 11 in rural schools through rural blended learning strategy
Exploring the readiness of high school physics students for project-based hybrid learning in the Sultanate of Oman
Evaluating problem-solving and procedural skills of first-year students in a Peruvian higher education institution
Indexes
 
Keywords index
Topics index
Authors index
eISSN:1305-8223
ISSN:1305-8215
Journals System - logo
© 2006-2024 Journal hosting platform by Bentus
Scroll to top