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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
