Flipped Classroom in Introductory Mathematics: Data Analysis of Student Success Using Immediate Feedback vs. Deferred Feedback
Conference Tracks
Assessment and SoTL - Research
Abstract
This talk will compare student success in a flipped classroom model in MA240: Introduction to Number Theory and Cryptology with and without adaptive mode feedback on daily projects.
Analysis of the results from flipped classroom with adaptive mode (immediate feedback) as compared to those with deferred feedback suggests significant improvement using adaptive mode.
Session Format
Research Brief and Reflection Panels
1
Publication Type and Release Option
Image (Open Access)
Recommended Citation
Frey, Cathy M. Professor of Mathematics, "Flipped Classroom in Introductory Mathematics: Data Analysis of Student Success Using Immediate Feedback vs. Deferred Feedback" (2022). SoTL Commons Conference. 102.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2022/102
Flipped Classroom in Introductory Mathematics: Data Analysis of Student Success Using Immediate Feedback vs. Deferred Feedback
This talk will compare student success in a flipped classroom model in MA240: Introduction to Number Theory and Cryptology with and without adaptive mode feedback on daily projects.
Analysis of the results from flipped classroom with adaptive mode (immediate feedback) as compared to those with deferred feedback suggests significant improvement using adaptive mode.
