Our study reports the survey results of students’ flipped classroom experiences (n=411) across four first-year undergraduate calculus courses over a period of two-years. Our flipped classroom model combines the use of before-class instructor-made video lectures which are followed by online quizzes, in-class use of i>Clicker classroom response systems, peer-instruction, and just-in-time teaching. Analysis of student questionnaire data shows that students across all four offerings perceived the video lectures as valuable, and their overall flipped classroom experiences as positive. Factor analysis of the survey items revealed four consistent factors across course offerings (including different sections and instructors). They are 1) satisfaction with videos (perception of usefulness/value of the videos), 2) engagement with flipped classroom videos (watching videos and taking notes before coming to the flipped in-person classes), 3) reviewing behaviours (primarily of videos after class and during exam periods), and 4) engagement with peers. Analysis of these factors found several relationships. Among these were that engagement with flipped classroom videos positively correlates with grades, while reviewing behaviours of videos after flipped classes and before exams were negatively associated with grades. We will present these, as well as other study results. We will also share our instructional practice, and engage attendees in a discussion of how our experience and research findings informed our practice, and how attendees can apply these findings and active learning strategies in their own settings.
