A supported flipped learning model for mathematics gives safety nets for online and blended learning

Abstract

Flipped learning is a popular pedagogy, and its benefits, challenges and implementations have recently been
\ndiscussed widely. This study presents the implementation of a new ‘supported’ flipped learning model for
\nteaching foundation-year mathematics, built on mathematics anxiety principles. Effective flipped learning re-
\nquires a good course structure, and therefore the purpose of this study is to explore student perspectives and
\nexperiences of the structure of the supported flipped learning model. Interviews were carried out with students
\nwho took a foundation mathematics module between 2016 and 2021 (n = 34), including cohorts who experi-
\nenced it in blended forms and entirely online. One overarching theme of structure and online working encap-
\nsulates six themes forming the discussion: ‘timing is important’; ‘structure of materials’; ‘online enables access’;
\n‘distractions online and at home’; ‘finding online difficult’; and ‘better than traditional teaching methods’. The
\nresults show that students from a range of disciplines, including non-STEM (science, technology, engineering,
\nand mathematics) courses, are positive about the supported flipped learning model for studying mathematics,
\nbelieving it superior to traditional teaching methods. The structure of this model gives students a sense of
\nprogression while providing a safety net for students with lower levels of self-regulation who often find flipped
\nenvironments challenging. The structure of lessons, the materials used, and delivery infrastructure are crucial to
\nsuccess. The new model presented here advances current use of flipped learning for mathematics, and potentially
\nother subjects, in higher education. The structure has also been shown to be appropriate for rapid transition to
\nonline learning.