Flipped classroom for linear algebra at undergraduate level
In this article, we describe our experience in developing an undergraduate Linear Algebra course tailored to highlight its relevance and applicability in Computer Science. Over the course of three years, the course transitioned from a traditional direct-instruction format to a flipped-classroom desi...
Saved in:
Main Author: | |
---|---|
Format: | text |
Language: | English |
Published: |
Institutional Knowledge at Singapore Management University
2024
|
Subjects: | |
Online Access: | https://ink.library.smu.edu.sg/sis_research/9163 https://ink.library.smu.edu.sg/context/sis_research/article/10166/viewcontent/2024058916.pdf |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Institution: | Singapore Management University |
Language: | English |
id |
sg-smu-ink.sis_research-10166 |
---|---|
record_format |
dspace |
spelling |
sg-smu-ink.sis_research-101662024-08-01T08:34:50Z Flipped classroom for linear algebra at undergraduate level M. THULASIDAS, In this article, we describe our experience in developing an undergraduate Linear Algebra course tailored to highlight its relevance and applicability in Computer Science. Over the course of three years, the course transitioned from a traditional direct-instruction format to a flipped-classroom design, resulting in positive student learning outcomes. This article covers the course design philosophy, its syllabus, learning objectives, and the incorporation of both quantitative and qualitative student feedback in shaping the course. Furthermore, the article shares the insights gleaned from our experience, which can serve as best practices for instructors aiming to deliver a successful Linear Algebra course for undergraduate students in Computer Science. Our findings demonstrate the effectiveness of the flipped-classroom approach, with carefully created lecture videos and appropriate in-class exercises, in engaging students and enhancing their understanding of the mathematical concepts by incorporating innovative teaching methodologies and emphasizing the practical applications of Linear Algebra within the context of Computer Science education. From our study of our students' performance in their final summative assessments, we establish that their learning is enhanced using the flipped-classroom methodology. In addition, from their quantitative and qualitative feedback, we conclude that the flipped classroom fosters strong in-class engagement and overall satisfaction with the course. 2024-05-01T07:00:00Z text application/pdf https://ink.library.smu.edu.sg/sis_research/9163 info:doi/10.1109/EDUCON60312.2024.10578803 https://ink.library.smu.edu.sg/context/sis_research/article/10166/viewcontent/2024058916.pdf http://creativecommons.org/licenses/by-nc-nd/4.0/ Research Collection School Of Computing and Information Systems eng Institutional Knowledge at Singapore Management University Computer Science Curriculum Course Design Linear Algebra Student Learning Experience Algebra Computer Sciences Higher Education |
institution |
Singapore Management University |
building |
SMU Libraries |
continent |
Asia |
country |
Singapore Singapore |
content_provider |
SMU Libraries |
collection |
InK@SMU |
language |
English |
topic |
Computer Science Curriculum Course Design Linear Algebra Student Learning Experience Algebra Computer Sciences Higher Education |
spellingShingle |
Computer Science Curriculum Course Design Linear Algebra Student Learning Experience Algebra Computer Sciences Higher Education M. THULASIDAS, Flipped classroom for linear algebra at undergraduate level |
description |
In this article, we describe our experience in developing an undergraduate Linear Algebra course tailored to highlight its relevance and applicability in Computer Science. Over the course of three years, the course transitioned from a traditional direct-instruction format to a flipped-classroom design, resulting in positive student learning outcomes. This article covers the course design philosophy, its syllabus, learning objectives, and the incorporation of both quantitative and qualitative student feedback in shaping the course. Furthermore, the article shares the insights gleaned from our experience, which can serve as best practices for instructors aiming to deliver a successful Linear Algebra course for undergraduate students in Computer Science. Our findings demonstrate the effectiveness of the flipped-classroom approach, with carefully created lecture videos and appropriate in-class exercises, in engaging students and enhancing their understanding of the mathematical concepts by incorporating innovative teaching methodologies and emphasizing the practical applications of Linear Algebra within the context of Computer Science education. From our study of our students' performance in their final summative assessments, we establish that their learning is enhanced using the flipped-classroom methodology. In addition, from their quantitative and qualitative feedback, we conclude that the flipped classroom fosters strong in-class engagement and overall satisfaction with the course. |
format |
text |
author |
M. THULASIDAS, |
author_facet |
M. THULASIDAS, |
author_sort |
M. THULASIDAS, |
title |
Flipped classroom for linear algebra at undergraduate level |
title_short |
Flipped classroom for linear algebra at undergraduate level |
title_full |
Flipped classroom for linear algebra at undergraduate level |
title_fullStr |
Flipped classroom for linear algebra at undergraduate level |
title_full_unstemmed |
Flipped classroom for linear algebra at undergraduate level |
title_sort |
flipped classroom for linear algebra at undergraduate level |
publisher |
Institutional Knowledge at Singapore Management University |
publishDate |
2024 |
url |
https://ink.library.smu.edu.sg/sis_research/9163 https://ink.library.smu.edu.sg/context/sis_research/article/10166/viewcontent/2024058916.pdf |
_version_ |
1814047759416688640 |