Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22961
Title: 
Authors: 
Issue Date: 
2019
Citation: 
Ng, W. L., Teo, K. M., Wong, K. Y., & Kwan, K. L. M. (2019). The delivery role and assessment role of computer-based technology in a flipped university mathematics course. In W.-C. Yang, & D. Meade (Eds.), Electronic Proceedings of the 24th Asian Technology Conference in Mathematics. Mathematics and Technology, LLC. https://atcm.mathandtech.org/EP2019/regular.html
Abstract: 
In recent years, computer-based technology (CBT) has enabled university lecturers to teach their courses
using non-traditional pedagogies. One such pedagogy is the flipped learning model. Under this model, students learn the basic content on their own using pre-class tasks and then come to class to engage in more challenging work such as solving difficult problems. CBT can play two important roles in flipped learning, namely to deliver learning materials efficiently and to assess student achievement effectively. This paper describes how these two roles were applied to a flipped Linear Algebra II course in the National Institute of Education (Singapore), taken by a group of student teachers (n = 15) over a 12-week period from January to April 2018. Their perceptions of flipped activities were gathered using weekly surveys, mid-semester survey, end-of-course survey, and end-of-course interviews. They generally agreed that flipped learning using CBT was helpful and enjoyable. As flipped learning becomes more common among university lecturers in Asian countries, it is beneficial to share experiences of utilising CBT to promote active learning of mathematics among university students.
URI: 
ISSN: 
1940-4204
Project number: 
OER 12/17 NWL
Grant ID: 
Education Research Funding Programme (ERFP)
Funding Agency: 
Ministry of Education, Singapore
File Permission: 
Open
File Availability: 
With file
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