Teaching Linear Algebra to Engineering Students in Two Different Educational Settings: Design and Learning Outcomes

Abstract

The present paper holds a twofold perspective on a new teaching format in a linear algebra course given to engineering students. The design resembles the flipped classroom, but with various adjustments. The first part highlights the basis on which the design was built, both research results and practical issues, but also the implementation of the teaching. It did not proceed quite as expected. The second part focuses on the outcome. It concentrates on students’ feedback on learning in the course. To inform this part, answers to a questionnaire is related to results from a previous linear algebra course that was taught traditionally, and to students’ interpretation of achievements. Drawing both on the analyses of data and research literature, an adjusted teaching format is suggested to better facilitate for learning. This contributes to knowledge on how research-based teaching arrangements may develop.