Abstract
Introductory and remedial courses in college mathematics often serve as a gateway to student success. However, these university courses have seen little innovation despite historically low success rates. We sought to address deficits of the traditional lecture model and enhance student learning in an introductory college algebra course through the implementation of a flipped classroom. In this paper, we fully describe the course design, and discuss the interplay between online and in-class activities. We then present data regarding student self-efficacy and success rates in subsequent quantitative courses from our work across five semesters of implementing and researching the course.
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