This study aimed to better understand the effect that the flipped method of instruction has on students’ learning approaches using interactive math lecture videos in a second-year vector calculus course. Three hypotheses were tested to determine if students’ perceptions of their level of active engagement, the number of interactive lecture videos they watched, and the frequency of questions they attempted were significant predictors of a deep approach (DA) to learning. Using a 12-item, three-factor Active Engagement Student Perception Survey (AESPS) Instrument and a 20-item, two-factor version of the Study Process Questionnaire (R-SPQ-2F), a statistically significant correlation was found for all three hypotheses.
|Journal||Journal on Excellence in College Teaching|
|Publication status||Published - Dec 2020|
Bibliographical noteThis research is part of a project funded by the University Grants Committee of the Hong Kong Special Administrative Region, entitled “Developing Active Learning Pedagogies and Mobile Applications in University STEM Education” (PolyU2/T&L/16-19), with additional support from the Hong Kong Polytechnic University.
The authors would like to thank the University Grants Committee of the Hong Kong Special Administrative Region and the Hong Kong Polytechnic University (PolyU) for funding this project. Ethical clearance (HSEARS20171128001-01) was obtained in accordance with the guidelines of the Human Subjects Ethics Sub-committee (HSESC) at PolyU.