A supported flipped learning model for mathematics gives safety nets for online and blended learning

Abstract

Flipped learning is a popular pedagogy, and its benefits, challenges and implementations have recently been discussed widely. This study presents the implementation of a new ‘supported’ flipped learning model for teaching foundation-year mathematics, built on mathematics anxiety principles. Effective flipped learning requires a good course structure, and therefore the purpose of this study is to explore student perspectives and experiences of the structure of the supported flipped learning model. Interviews were carried out with students who took a foundation mathematics module between 2016 and 2021 (n = 34), including cohorts who experienced it in blended forms and entirely online. One overarching theme of structure and online working encapsulates six themes forming the discussion: ‘timing is important’; ‘structure of materials’; ‘online enables access’; ‘distractions online and at home’; ‘finding online difficult’; and ‘better than traditional teaching methods’. The results show that students from a range of disciplines, including non-STEM (science, technology, engineering, and mathematics) courses, are positive about the supported flipped learning model for studying mathematics, believing it superior to traditional teaching methods. The structure of this model gives students a sense of progression while providing a safety net for students with lower levels of self-regulation who often find flipped environments challenging. The structure of lessons, the materials used, and delivery infrastructure are crucial to success. The new model presented here advances current use of flipped learning for mathematics, and potentially other subjects, in higher education. The structure has also been shown to be appropriate for rapid transition to online learning.