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Abstract In this paper we discuss flipping pedagogy and how it can transform the teaching and learning of calculus by applying pedagogical practices that are steeped in our understanding of how students learn most effectively. In particular, we describe the results of an exploratory study we conducted to examine the benefits and challenges of flipping a unit of study, the applications of the definite integral, in a Calculus II course. Data on student performance in flipped and non-flipped sections of the course are presented. In addition, students' perceptions of the flipped unit are presented and discussed.
McGivney‐Burelle et al. (Mon,) studied this question.