Is flipping an online course possible?

Is it possible to flip a fully-online course that has no synchronous class meetings? The answer appears to be “yes”, but it involves unlearning some assumptions about flipped learning and about pedagogy in general.

What should mathematics majors know about computing, and when should they know it?

Computing is an essential component of a modern study of mathematics, but intentional training of students on concepts related to computing and programming are rarely built into mathematics degree programs in a systematic way. How might this be done, and what should we expect students to know at various stages of their careers?

Can online students become socialized?

Robert Talbert responds to Jennifer Morton’s recent essay on the social and behavioral competencies that students in online classes develop – or rather, don’t develop – as compared to their peers in traditional face-to-face courses.

4+1 Interview with Derek Bruff

In the first in a series of “4+1” interviews with interesting people in math, technology, and education, Robert Talbert talks with Derek Bruff, director of the Center for Teaching at Vanderbilt University.

The flipped classroom is not about “throughput”

The Washington Post reports that universities are finding success with the flipped classroom in increasing student engagement while holding down costs. This is nice to hear, but watch out for the phrase, “saves money and boosts performance” when universities adopt new pedagogical practices.

Khan Academy Redux

A new position paper from the Pacific Research Institute, a free-market think tank, calls out several prominent educators as Khan Academy critics, and attempts to rebut their points. Robert Talbert responds.