Abstract
In this article, we describe how we transitioned a partially flipped model for Calculus II, described in a previous article by the authors, to remote and hybrid settings. Using data from a student survey, an instructor survey, and DFW rates, we identified features of the partially flipped model that helped instructors and students transition successfully into a remote format of the course at the start of the pandemic, as well as new features of the course that were implemented and supported student learning throughout and after the pandemic. We argue that factors that contributed to successful departmental change in our prior work also supported this transition.
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