Using Action Research to Capture the Personal Journey of Flipping a Classroom

Smailes, Joanne and Heyman, Anna (2019) Using Action Research to Capture the Personal Journey of Flipping a Classroom. SAGE, online.

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Official URL: http://dx.doi.org/10.4135/9781526467430

Abstract

The teaching of mathematics to non-mathematicians is a long standing and complex challenge. In recent times, a number of other factors appear to have exacerbated the situation. The advent of technologies to support teaching is both a blessing and a curse. Technology enables learning to continue beyond the classroom. However, this has created an issue in how contact time, in particular lectures, can be effectively utilized. Action research methodologies can be helpful to instigate and research the impact of multiple or iterative changes to practice. This case study provides readers with personal insights to the preliminary stages of one such project. The project in question applies a flipped classroom model to business mathematics curriculum delivered by a team of staff to about 400 students per cycle. As of this writing, the action research is now in the final phases of the second cycle. Significant factors which both directly relate to the project and the action process have emerged. Commitment level from both staff (to the research process) and students (to out of class activities), data reliability, ethical dilemmas, and the emergence of a much broader challenge with respect to student’s attendance and levels of engagement across their chosen program of study have impacted the potential learning gains afforded by a new teaching paradigm.

Item Type: Other
Subjects: G100 Mathematics
N100 Business studies
X900 Others in Education
Department: Faculties > Business and Law > Newcastle Business School
Depositing User: Paul Burns
Date Deposited: 23 Jan 2019 09:59
Last Modified: 19 Nov 2019 09:46
URI: http://nrl.northumbria.ac.uk/id/eprint/36072

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