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dc.contributor.authorFredriksen, Helge
dc.contributor.authorHadjerrouit, Said
dc.contributor.authorMonaghan, John David
dc.contributor.authorRensaa, Ragnhild Johanne
dc.date.accessioned2018-12-04T14:11:50Z
dc.date.available2018-12-04T14:11:50Z
dc.date.issued2017-02
dc.description.abstractFlipped Classroom approaches to teaching are becoming increasingly popular in higher education, but there is a lack of empirical research. We present here a study performed during an engineering course for 20 students at a Norwegian university, on student appropriation towards Flipped Classroom through interviews, questionnaire, video/quiz usage statistics and classroom filming. We approach this research through an activity theoretical framework, focusing on tensions experienced as the students try to tackle the demand of video preparation and active learning in class. In line with much of the recent research on the topic, we find that most students seem to appreciate more collaboration with peers and teacher. However, there is also evidence that the new form of teaching creates various tensions; a minor part of the cohort demonstrates conflicting beliefs about mathematics learning, resisting the active learning part of Flipped Classroom.en_US
dc.description.sponsorshipMatRIC, NOKUT (Nasjonalt organ for kvalitet i utdanningen)en_US
dc.descriptionSource at <a href=http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME10_Proceedings_2017.pdf>http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME10_Proceedings_2017.pdf</a>en_US
dc.identifier.citationFredriksen, H., Hadjerrouit, S., Monaghan, J.D. & Rensaa, R.J. (2017). Exploring Tensions in a Mathematical Course for Engineers utilizing a Flipped Classroom Approach. In: Dooley, T. & Gueudet, G. (Eds.) <i>Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 - 5, 2017)</i>. (p. 2057-2064). Dublin, Ireland: DCU Institute of Education & ERME. http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME10_Proceedings_2017.pdfen_US
dc.identifier.cristinIDFRIDAID 1546716
dc.identifier.isbn978-1-873769-73-7
dc.identifier.otherhttp://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME10_Proceedings_2017.pdf
dc.identifier.urihttps://hdl.handle.net/10037/14282
dc.language.isoengen_US
dc.publisherEuropean Society for research in Mathematics Educationen_US
dc.rights.accessRightsopenAccessen_US
dc.subjectVDP::Mathematics and natural science: 400::Mathematics: 410en_US
dc.subjectVDP::Matematikk og Naturvitenskap: 400::Matematikk: 410en_US
dc.titleExploring Tensions in a Mathematical Course for Engineers utilizing a Flipped Classroom Approachen_US
dc.typeBooken_US
dc.typeChapteren_US
dc.typeBokno
dc.typeBokkapittelno
dc.typePeer reviewed


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