Browse > Article
http://dx.doi.org/10.7468/jksmee.2019.33.2.47

A Study on Team Project Learning in Flipped Calculus Classes  

Min, Sook (Department of Mathematics, Yonsei University)
Publication Information
Communications of Mathematical Education / v.33, no.2, 2019 , pp. 47-66 More about this Journal
Abstract
The purpose of this study is followings. First, we develop and apply teaching and learning methods for conducting team projects in flipped calculus class. Second we collect data such as team reports, individual reviews, and surveys during class activities. Third we survey the impacts on participation in student team activities, advanced studying, communication and collaboration. A total of 120 engineering and science majoring students participated in the 16-week long class study administered in team project learning styles in Spring 2018. There were two characteristics of this class. First students studied concepts and examples with video in pre-class and did the team project learning in the classroom. Second we used Google Drive to record team project progress, and to make sure the instructor to intervene appropriately in team activities. We conducted a team project inside and outside the classroom. This could lead the instructor to advise students and so their participation in team activity increased. As a result, it not only had a good effect on communication and cooperation, but also had an effect on advanced learning.
Keywords
Team project learning; Flipped learning; Flipped team project learning; College calculus;
Citations & Related Records
Times Cited By KSCI : 8  (Citation Analysis)
연도 인용수 순위
1 Min, S. (2012). A Case Study on Team Project in Calculus for Medicine-Numerical Methods of Integration, J. Korea Soc. Math. Ed. Ser. E: Communications of Mathematical Education, 26(2), 155-176.
2 Min, S. & Choi, S. (2016). A case study of college calculus courses with self-directed team learning: qualitative analyses with social learning theory, Journal of Learner-Centered Curriculum and Instruction, 16(10), 1159-1180.   DOI
3 Lee, S. G. & Park, K. E. (2016). Flipped learning teaching model design and application for the university's "Linear Algebra", J. Korea Soc. Math. Ed. Ser. E: Communications of Mathematical Education, 30(1), 1-22.
4 Park, M. (2007). Learning Experience of Graduate Students through Project-based Instruction, The Korean Society for Curriculum Studies, 25(3), 265-288.   DOI
5 Park, S. (2013). Attitudes of students towards group projects and use of wiki for effective collaborative learning, Journal of the Korean Society for Library and Information Science, 47(1), 399-417.   DOI
6 Park, H. O. & Choi, W. S. (2007). A Study on the factors affecting project method, The Korean Journal of Technology Education, 7(3), 190-209.
7 Bang, Sukhee, Kang, Wan. (2017). Influences of cognitive styles on students' mathematical communication by types of mathematical tasks, Journal of Elementary Mathematics Education in Korea, 21(4), 621-641.
8 Oh, Y. Y. & Oh. T. W. (2009). The effects of mathematical communication-centered teaching using peer feedback on mathematics learning, J. Korea Soc. Math. Ed. Ser. E: Communications of Mathematical Education, 23(2), 327-347.
9 Yoon, J., Cho, H. & Kwon, O. N. (2016). Analyzing students' engagement factors in flipped mathematics class, J. Korea Soc. Math. Ed. Ser. A: The Mathematical Education, 55(3), 299-316.
10 Lee M. H. & Park Y. H. (2004). Analysis for the influence of cooperative learning in small-group on children's mathematics learning, J. Korea Soc. Math. Ed. Ser. A: The Mathematical Education, 43(1), 51-74.
11 Lee, Y.-M. (2013). An investigation of the factors affecting on the team based project learning in engineering college, Journal of Learner-Centered Curriculum and Instruction, 13(6), 351-375.
12 Lee, E. J. & Lee, D. H. (2011). A Study on the development and application of teaching and learning model for the improvement of mathematical communication ability, Education of Primary School Mathematics, 14(2), 135-145.   DOI
13 Lee, J. & Kang. J. (2018). Two adaptive flipped learning cases based on unique instructional problems perceived by college instructors, Journal of Educational Technology, 34(2), 227-255.   DOI
14 Lee, J. Y., Kim, Y. H. & Kim, Y. B. (2014). A study on application of learner-centered flipped learning model, Journal of Educational Technology, 30(2), 163-191.   DOI
15 Lee, H., & Lee, T. (2016). A study on development of informatics class model based on flipped learning, 한국컴퓨터교육학회 학술발표대회논문집, 20(2), 101-104.
16 Lee, H. & Kwon, S. (2013). A study of on the application method of improving communication through the Google plus in team project based learning in university lecture, Korean Journal of the Learning Sciences, 7(2), 74-93.
17 Chang, K. & Sung, J. (2012). Undergraduate students' perceptions of group composition in problem based learning, Journal of Learner-Centered Curriculum and Instruction, 12(4), 231-260.
18 Choi, Y. (2017). Design and application of term project model for game mathematics in flipped learning environments, Journal of Korea Multimedia Society, 20(7), 1102-1112.   DOI
19 Jeon, J. (2014). An eploration of the necessary conditions of collective intelligence based on the project learning experiences of college freshmen in a university of education, Journal of Learner-Centered Curriculum and Instruction, 14(12), 665-689.
20 Cheong, M. H. & Shin, G. S. (2004). The effects of the project -based learning on improvement of creative thinking, creative disposition and problem solving of college students, The Korean Journal of Educational Psychology, 18(3), 287-301.
21 Bergmann, J. & Sams, A. (2013). 당신의 수업을 뒤집어라 (임진혁.이선경.황윤미 역), Mc Graw Hill Education Korea, Ltd. and Sigong Media. (원저 2012년 출판)
22 Chen, K., & "Carin" Chuang, K. (2016). Building a cooperative learning environment in a flipped classroom, Academy of Educational Leadership Journal, 20(2), 8-15.
23 Simkins, M. (1999). Project-based learning with multimedia, Thrust for Educational Leadership, 28(4), 10-13.
24 Taylor, S. S., & Statler, M. (2013). Material matters: increasing emotional engagement in learning, Journal of Management Education, 38(4), 586-607.   DOI
25 Thom, M., John, L., & Jason, R. (2007). 프로젝트기반학습 입문서 (노선숙.김민경.임해미 역), 경기: 교육과 학사. (원저 2006년 출판)
26 Kim D.-R. (2018). Study on flipped learning and flipped PBL effectiveness of college general mathematics, Journal of the Korea Convergence Society, 9(6), 209-215.   DOI
27 Kan, J.-S., Shin, M.-S. & Kwon, M.-S. (2016). The effects of project-based flipped learning model on self-directed learning ability, self-leadership and learning competency, Journal of Fisheries and Marine Sciences Education, 28(5), 1478-1491.   DOI
28 Kang, I. A., Heo, J. P. & Choi, S. K. (2017). The effect of flipped PBL instruction on interest and academic achievement in college liberal arts mathematics class, Korean Journal of General Education, 11(3), 331-375.
29 Kang J. & Lee J. (2018). Two Adaptive Flipped Learning Cases Based on Unique Instructional Problems Perceived by College Instructors, Journal of Educational Technology, 34(2), 227-255.   DOI
30 Kim, B. M. (2009). The effect of group projects in college mathematics teaching, J. Korea Soc. Math. Ed. Ser. E: Communications of Mathematical Education, 23(4), 1043-1058.