Best Teaching and Technology Practices for the Hybrid Flipped College Classroom

Pedagogical Trends Leading to Flipped Classroom

Initially used in the 1960s, educators returned to instructional video through digital formats in F2F classrooms (i.e., movie clips, digital whiteboards) and hybrid classrooms where video was viewed in both real time and asynchronous activities. Concerns with passive learning led to more active approaches and an increase in instructor feedback as needed by each student (Ent, 2016).

The research for flipped classroom can be grounded in the work of Bransford, Brown, and Cocking (2000), who reported that students need factual knowledge, conceptual understanding of how this knowledge is structured, and activities which help the student to retrieve and apply this knowledge. In terms of learning mathematics, one of the content areas in this chapter, the literature recommends that educators promote mastery learning and conceptual understanding (Ames & Archer, 1988), model the use of learning strategies (Zimmerman, 1990), and convey the value and utility of mathematics (Eccles et al., 1983). Many universities have integrated technology into their mathematics courses in an effort to combat low levels of motivation and to bolster student mastery of mathematical procedures and conceptual understanding of math concepts. Rakes, Valentine, McGatha, and Ronau (2010) completed a meta-analysis of literature regarding the instruction of algebra and concluded that students perform better when instruction incorporates the use of technology and manipulatives to foster conceptual understanding rather than procedural skills.