Experiencing a Flipped Mathematics Class

The flipped classroom is an old concept that has recently been redefined through the emergence of new technologies that allow teachers to deliver content out of class time. As such, various approaches for implementation exist. Most prominently, teachers are able to use class time in a student-centered manner, which allows students to experience the classroom in diverse ways. This study focuses on describing these experiences in a particular flipped adult upgrading mathematics class. Students in the class are surveyed and interviewed about their experiences in relation to autonomy, goals, self-efficacy, and anxiety. It is found that students can bifurcate into engaging in the class completely and engaging in it in a self-paced manner. Key interrelated factors in this bifurcation include election of cognitive autonomy, goal orientation, and attendance. This study also indicates that self-efficacy can be improved within a collaborative learning environment that provides students with autonomy.