Flipping Linear Algebra using a MOOC platform

TL;DR

This study evaluates a flipped classroom approach for a Linear Algebra course using MOOC platform content over three years, showing positive impacts on student engagement and learning outcomes in STEM higher education.

Contribution

It demonstrates the effectiveness of a flipped classroom model in a university Linear Algebra course through longitudinal data analysis and pedagogical development.

Findings

Improved student engagement and satisfaction.

Higher course completion rates.

Positive influence on final grades.

Abstract

Between 2017 and 2019, a standard Linear Algebra course from Instituto Superior T\'ecnico, University of Lisbon, used virtual learning content, mainly videos and formative assessment, delivered at the institution's MOOC platform to support a flipped classroom strategy. This strategy has involved around 100 first-year Computer Science enrolled students each year and was implemented by a faculty member of the Department of Mathematics. The flipped classroom was pedagogically developed and underwent new evaluations each year, with positive impacts on the way students and teachers work during the semester, within the context of teaching/learning mathematics. We will present and discuss the improvements and the results of this three-year hybrid experiment, analysing data from students' responses to questionnaires, online course completion rates, and data collected from students' final grades in the Linear Algebra course. Based on the findings, we have reason to believe that similar flipped classroom practices are a good response to the necessary changes in higher education towards more student-centred practices, especially in the areas of STEM higher education.