{"id":{"repo_id":"wvu","oai_identifier":"oai:researchrepository.wvu.edu:etd-1453"},"canonical_url":"https://search.dev.ndltd.org/etd/wvu/oai:researchrepository.wvu.edu:etd-1453","repository":{"repo_id":"wvu","name":"West Virginia University","base_url":"https://researchrepository.wvu.edu/do/oai/"},"display":{"title":"Flipping the Classroom in College Algebra: A Design and Development Study","abstract":"This dissertation documents the development of a flipped classroom teaching model for teaching college algebra. The model supports the use of multiple teaching strategies including video lectures for students to view as homework, outside of class. A design and development framework is used to describe the design decisions, model implementation, and evaluation of the model across three deliveries, or case studies, of a college algebra course from fall of 2012 through fall of 2013. Design decisions included course sequence and instructional materials. Model implementation described the teaching and assessment strategies throughout each unit of material taught in the course and students' perceptions of the instruction throughout the course. The model was evaluated by assessing its effectiveness and appeal. Effectiveness of the teaching model was evaluated by reporting class averages on unit exams, the final exam and the DFW rate (the percentage of students withdrawing or earning grades of a \"D\" or \"F\" in a course). Appeal of the teaching model was evaluated by analyzing student perceptions of their learning, of the instructor, and of the instruction of the course. The model's development was summarized in terms of changes in design decisions, model implementation, and model evaluation over the three cases. Three categories of conclusions address recommended procedures for model use, conditions that promote successful model use and lessons learned from the design and development study. Limitations of the research, the significance of the research for the teaching of college algebra and suggestions for further research are discussed.","abstract_html":"This dissertation documents the development of a flipped classroom teaching model for teaching college algebra. The model supports the use of multiple teaching strategies including video lectures for students to view as homework, outside of class. A design and development framework is used to describe the design decisions, model implementation, and evaluation of the model across three deliveries, or case studies, of a college algebra course from fall of 2012 through fall of 2013. Design decisions included course sequence and instructional materials. Model implementation described the teaching and assessment strategies throughout each unit of material taught in the course and students' perceptions of the instruction throughout the course. The model was evaluated by assessing its effectiveness and appeal. Effectiveness of the teaching model was evaluated by reporting class averages on unit exams, the final exam and the DFW rate (the percentage of students withdrawing or earning grades of a "D" or "F" in a course). Appeal of the teaching model was evaluated by analyzing student perceptions of their learning, of the instructor, and of the instruction of the course. The model's development was summarized in terms of changes in design decisions, model implementation, and model evaluation over the three cases. Three categories of conclusions address recommended procedures for model use, conditions that promote successful model use and lessons learned from the design and development study. Limitations of the research, the significance of the research for the teaching of college algebra and suggestions for further research are discussed.","abstract_has_math":false,"creators":["Ogden, Lori"],"institution":null,"degree_name":"PhD","degree_level":"Dissertation","degree_discipline":"Learning Sciences and Human Development","degree_department":null,"school":null,"contributors":["Neal Shambaugh","Reagan Curtis","Kim Floyd","Michael Mays","Laura Pyzdrowski","Sam Stack"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-05-01T07:00:00Z","date_published":"2014-05-01T07:00:00Z","updated_at":"2026-07-24T06:14:31Z","subjects":["Mathematics education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://researchrepository.wvu.edu/etd/450"],"render_values":[{"text":"https://researchrepository.wvu.edu/etd/450","href":"https://researchrepository.wvu.edu/etd/450","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.33915/etd.450","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Neal Shambaugh","Reagan Curtis","Kim Floyd","Michael Mays","Laura Pyzdrowski","Sam Stack"]},{"key":"dc:creator","label":"Author","values":["Ogden, Lori"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-01-17T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Learning Sciences and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Mathematics education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://doi.org/10.33915/etd.450","https://researchrepository.wvu.edu/etd/450"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation documents the development of a flipped classroom teaching model for teaching college algebra. 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Appeal of the teaching model was evaluated by analyzing student perceptions of their learning, of the instructor, and of the instruction of the course. The model's development was summarized in terms of changes in design decisions, model implementation, and model evaluation over the three cases. Three categories of conclusions address recommended procedures for model use, conditions that promote successful model use and lessons learned from the design and development study. Limitations of the research, the significance of the research for the teaching of college algebra and suggestions for further research are discussed."]},{"key":"dc:title","label":"Title","values":["Flipping the Classroom in College Algebra: A Design and Development Study"]}]}],"canonical_facts":{"dc:contributor":["Neal Shambaugh","Reagan Curtis","Kim Floyd","Michael Mays","Laura Pyzdrowski","Sam Stack"],"dc:creator":["Ogden, Lori"],"dc:date.available":["2019-01-17T08:00:00Z"],"dc:description.abstract":["This dissertation documents the development of a flipped classroom teaching model for teaching college algebra. The model supports the use of multiple teaching strategies including video lectures for students to view as homework, outside of class. A design and development framework is used to describe the design decisions, model implementation, and evaluation of the model across three deliveries, or case studies, of a college algebra course from fall of 2012 through fall of 2013. 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