[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588642-105":59,"doc-detail-588642-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","adult-students-experiences-of-a-flipped-mathematics-classroom","Adult Students’ Experiences of a Flipped Mathematics Classroom","","The flipped classroom is a flexible blended learning model gaining popularity through accessible online delivery technology. By moving content delivery outside class asynchronously, instructors can reserve in-person time for student-centred teaching. Variation in implementation produces diverse learner experiences, so this paper analyzes case data from surveys and interviews of adults in a flipped mathematics upgrading course at an urban Canadian university near Vancouver, BC, using qualitative analytic induction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/adult-students-experiences-of-a-flipped-mathematics-classroom/588642/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/adult-students-experiences-of-a-flipped-mathematics-classroom/588642.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What teaching change defines a flipped classroom in this study?","Question",{"text":112,"@type":113},"Content is delivered outside class time asynchronously, and face-to-face class time is used for student-centred teaching based on observed learner interactions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data and method are used to study adult students’ experiences?",{"text":117,"@type":113},"The study uses qualitative analytic induction and conducts a case analysis using survey and interview data from adults enrolled in a flipped mathematics upgrading course.",{"name":119,"@type":110,"acceptedAnswer":120},"What two types of student interaction does the study find?",{"text":121,"@type":113},"Flipped classrooms can bifurcate into two interaction types: completely engaged and self-paced, shaped by factors such as cognitive autonomy support, goal orientation, and attendance.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588642,1792070851,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Adult Students’ Experiences of a Flipped Mathematics Classroom  \nJudy Larsen  \nUniversity of the Fraser Valley  \n\u003C[judy.larsen@ufv.ca](judy.larsen@ufv.ca)>  \nAbstract  \nThe flipped classroom is a flexible blended learning model that is growing in popularity due to the emergent accessibility to online content delivery technology. By delivering content outside of class time asynchronously, teachers are able to dedicate their face to face class time for student-centred teaching approaches. The flexibility in implementation of a flipped classroom allows for a diversity in student experiences. The study presented in this paper uses qualitative methods of analytic induction to conduct a case analysis on survey and interview data collected from students participating in a flipped adult mathematics upgrading course at an urban Canadian university near Vancouver, BC. The key phenomenon of interest in the study is how adult students experience a flipped mathematics classroom. Of secondary interest is how factors such as autonomy and goals interrelate with these experiences. It is found that flipped classrooms can bifurcate into two types of student interaction: completely engaged and self-paced. Key interrelated factors in this bifurcation include adoption of cognitive autonomy support, goal orientation, and attendance.  \nKeywords: flipped classroom, autonomy, goals, classroom experience  \nIntroduction  \nEmpowering adults to learn mathematics, especially when they have encountered low mathematical performance in their past and have returned to the subject for the key purpose of obtaining high school prerequisites required towards a new career path, can be very challenging. The underlying goal of this study is motivated by the desire to enrich the experiences of this population of adult learners by providing them with a student-centred learning environment, which differs from the dominant teacher-centred learning environments they were most likely exposed to in their public school experiences.  \nIn a teacher-centred learning environment, the focus is on pursuing the teacher’s agenda, which is not directly related to emergent student learning needs. In contrast, student-centred learning approaches focus on the student and their learning journey. The notion of a studentcentred learning environment is rooted in constructivism and embraces student agency. Knowledge is actively constructed by the learner rather than imparted by the teacher, and“goals are negotiated and selected by the learners” (Elen, Clarebout, Léonard, & Lowyck, 2007, p. 107) . In this research, Elen et al.’s (2007) transactional view of student-centred learning is adopted, where there is a “continuous interchange between students’ and teachers’responsibilities and tasks” (p. 108) . The key premise is that the teacher observes student interactions and adapts teaching interventions accordingly to student needs.  \nOverall, student-centred approaches have been found more effective than teacher-centred ones (Åkerlind, 2003; Barr & Tagg, 1995; Grubb & Associates, 1999; Grubb & Cox, 2003; Kember & Gow, 1994; Prosser & Trigwell, 1999) . However, creating student-centred  \nlearning environments can be challenging for teachers, especially in mathematics, where curriculum constraints are demanding. Wang (2011) notes that “student-centred teaching tends to be more time-consuming and unpredictable than whole-class lecturing” and that“teachers working under a fixed curriculum and schedule are inclined to organize the class ina more teacher-centred manner to secure the completion of required tasks” (p. 157). In an effort to relieve these tensions between allowing for student-centred learning practices and maintaining adherence to the curriculum, educators have become drawn to the affordances provided by increasingly accessible technologies to deliver content asynchronously out of class time while dedicating class time for student learning. Bergmann and Sams (2012) have coined the phrase ","cbCaijiYHWsFY0nu","https://ap.wps.com/l/cbCaijiYHWsFY0nu","pdf",683351,18,"English","# Abstract\n# Introduction","[{\"question\":\"What teaching change defines a flipped classroom in this study?\",\"answer\":\"Content is delivered outside class time asynchronously, and face-to-face class time is used for student-centred teaching based on observed learner interactions.\"},{\"question\":\"What data and method are used to study adult students’ experiences?\",\"answer\":\"The study uses qualitative analytic induction and conducts a case analysis using survey and interview data from adults enrolled in a flipped mathematics upgrading course.\"},{\"question\":\"What two types of student interaction does the study find?\",\"answer\":\"Flipped classrooms can bifurcate into two interaction types: completely engaged and self-paced, shaped by factors such as cognitive autonomy support, goal orientation, and attendance.\"}]","Adult Students’ Experiences of a Flipped Mathematics Classroom | PDF",1792065659,45]