Limiting resources to build classroom community in a flipped pre-service teacher course for pre-service middle school teachers

Abstract

Students are at risk of struggling academically and socially in the first two semesters following a transfer to a university setting. Helping transfer students in this critical period is complicated by a large variance in students' prerequisite knowledge. A flipped classroom with a large group work component may help students form cohort bonds; however, it is difficult to get groups of students comfortable enough to engage in such discussions. The purpose of this mixed method case study was to investigate how limiting groups' resources to a single smartpen and notebook helped students form a strong classroom community that integrates all students. Sixteen pre-service middle school teachers from seven different transfer institutions were enrolled in a flipped precalculus course using smartpens to record their activities. Findings indicated that the smartpens helped students build stronger cohort bonds and encouraged students to confront their own misconceptions about the material.