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.
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?
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.
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.
A study from Ohio State University asked engineering faculty to rate the most important math topics for their fields, and their perception of student preparation in each of those topics. Their answers, Robert Talbert says, might surprise you.
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.
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.
I’ve received a grant to implement a bring-your-own-device classroom response system using the web software Learning Catalytics in linear algebra in Winter 2013 semester.
Why do some faculty adopt research-based instructional strategies while others don’t? Some recent research suggests it boils down to one’s gut feelings about what’s right and wrong in the classroom.