Exploring Flipped Learning in Elementary Linear Algebra Class

Abstract

This preliminary study is conducted to observe how flipped learning could be used in teaching the subject of elementary linear algebra in campus. The study is descriptive explorative using video and direct observations as the main data collection techniques. Forty students and a lecturer attending a blended-based elementary linear algebra class set in flipped learning mode were involved as the subjects. The data were analysed to gain insights on how it would be best to conduct the flipped learning, and to see how it helps the students and the lecturer during the class sessions. The results showed that the flipped learning made the class very dynamic. The online session is also helpful in students' learning accelerations in procedural contents and on providing more opportunity for lecturer to simulate students' higher order thinking during the offline sessions.