Description:  The culminating project for GREV 611 was the design and creation of a research paper. The selection of the research topic was determined by student choice, therefore, in order to make the project relevant to my immediate instructional needs, I selected the research of predictors for student achievement in a blended learning mathematics course.  The excerpts from my final project demonstrate research-based practice for the use of technologies appropriate for content pedagogy in a blended learning environment.  The inclusion of self-paced videos as shown in the example is an indication of design for self-regulated learning.  The example from the syllabus provides evidence of utilizing a form of flipped or inverted learning.  Within the flipped classroom, students receive content via technology, such as recorded videos, closed-ended quizzes and practice exercises, while classroom time is reserved for group-based problem solving and questions and answers.  The final artifact is a link to a video my students were asked to view at the beginning of the semester.

Reflection:  Planning instruction using a strategic design and including information and communication technology resources can achieve a more effective means of learning (Lei, 2010).  The research completed for the Statistics project helped to inform my implementation of technologies and processes to Flip the mathematics course I was teaching.  This was a novel learning environment for these students and the rationale for instructing in this manner was communicated clearly to the students. Providing a rationale for this course design included viewing an example of the flipped classroom and discussing the pedagogy from the viewpoint of both learner and instructor, to inform their future practice. We were intentional in communicating how this design was appropriate for mathematics content.