The Science behind a flipped classroom

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dc.contributor.authorOlszewski, Peter T.
dc.date.accessioned2021-05-18T07:11:50Z
dc.date.available2021-05-18T07:11:50Z
dc.date.issued2015
dc.descriptionPaper presented at the 3rd Strathmore International Mathematics Conference (SIMC 2015), 3 - 7 August 2015, Strathmore University, Nairobi, Kenya.en_US
dc.description.abstractWhen first asked to teach a flipped classroom, I was excited and apprehensive at the same time. I knew I always wanted to try it but I wasn’t sure what the best practices were nor which parts of the class should be flipped and which shouldn’t. I soon found out there is a lot more to flipping a classroom, but the results can be rewarding. In this paper, I will describe how I flipped a College Algebra class with a specific focus for nursing students. In addition, valuable ideas and best practices on how to effectively flip a class are presented.en_US
dc.identifier.urihttp://hdl.handle.net/11071/11927
dc.language.isoenen_US
dc.publisherStrathmore Universityen_US
dc.subjectBest practicesen_US
dc.subjectFlipped classen_US
dc.subjectMathematicsen_US
dc.subjectMathematics educationen_US
dc.titleThe Science behind a flipped classroomen_US
dc.typeArticleen_US
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Paper presented at the 3rd Strathmore International Mathematics Conference (SIMC 2015), 3 - 7 August 2015, Strathmore University, Nairobi, Kenya.
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