Mastery-Based Blended Learning in the Calculus Sequence

This paper details the author’s experiences combining mastery-based and blended learning in Calculus II and Differential Equations courses at a smaller private college in Pennsylvania. Practical considerations for the course structure, the management of assessments, and learning outcomes are shared. Data concerning mastery of each outcome, number of attempts on each outcome, gains between each attempt, and grade distributions are given. DFW rates in mastery-based blended learning courses are compared with historical rates in the author’s more traditional format versions of the courses.