Abstract
Flipped learning is a popular pedagogy, and its benefits, challenges and implementations have been discussed widely in previous studies. This study explores the importance of a supportive environment in flipped learning for mathematics in higher education, particularly for students with high levels of maths anxiety; this was done in the context of a new ‘supported’ flipped learning model, developed using maths anxiety reduction principles. Providing a supportive environment is crucial for students’ success, engagement and enjoyment on mathematics and other flipped courses. This work aims to contribute to the domain of student-centred learning in education, particularly using learning technologies. The ‘supported’ flipped model included a three-step process: engagement with online multimedia learning materials; a large-group interactive session; and a smaller-group tutorial. This was implemented for the first time in 2016/17 and developed through to 2020/21. Qualitative semi-structured interviews were conducted with 34 students who completed their foundation mathematics course between 2017 and 2021, and a thematic analysis was carried out on the anonymised interview transcripts. This study focuses on the overarching theme of the importance of a supportive environment; this includes themes surrounding reduced maths anxiety, trust in the tutor, reduced pressure, collaborative experiences, and feeling intimidated by large groups. The results from the analysis demonstrate that a supportive environment is crucial for students on a mathematics course, and that the supported flipped model is promising for promoting this.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Flipped learning, Supportive environment, Mathematics, Higher education
