Flipped Classroom for Linear Algebra at Undergraduate Level

In this article, we describe our experience in developing an undergraduate Linear Algebra course tailored to highlight its relevance and applicability in Computer Science. Over the course of three years, the course transitioned from a traditional direct-instruction format to a flipped-classroom design, resulting in positive student learning outcomes. This article covers the course design philosophy, its syllabus, learning objectives, and the incorporation of both quantitative and qualitative student feedback in shaping the course. Furthermore, the article shares the insights gleaned from our experience, which can serve as best practices for instructors aiming to deliver a successful Linear Algebra course for undergraduate students in Computer Science. Our findings demonstrate the effectiveness of the flipped-classroom approach, with carefully created lecture videos and appropriate in-class exercises, in engaging students and enhancing their understanding of the mathematical concepts by incorporating innovative teaching methodologies and emphasizing the practical applications of Linear Algebra within the context of Computer Science education. From our study of our students' performance in their final summative assessments, we establish that their learning is enhanced using the flipped-classroom methodology. In addition, from their quantitative and qualitative feedback, we conclude that the flipped classroom fosters strong in-class engagement and overall satisfaction with the course.