Computer‐based teaching and evaluation of introductory statistics for health science students: Some lessons learned

In recent years, it has become possible to introduce health science students to statistical packages at an increasingly early stage in their undergraduate studies. This has enabled teaching to take place in a computer laboratory, using real data, and encouraging an exploratory and research‐oriented approach. This paper briefly describes a hypertext Computer Based Tutorial (CBT) concerned with descriptive statistics and introductory data analysis. The CBT has three primary objectives: the introduction of concepts, the facilitation of revision, and the acquisition of skills for project work. Objective testing is incorporated and used for both self‐assessment and formal examination. Evaluation was carried out with a large group of Health Science students, heterogeneous with regard to their IT skills and basic numeracy. The results of the evaluation contain valuable lessons

Interactive Tutorials For Upper Level Quantum Mechanics Courses

This thesis explores the ongoing need for interactive tutorials in the upper level undergraduate Quantum Mechanics course. It first summarizes the development and evaluation of tutorials at the introductory physics level by others, and then challenges the belief that upper level students do not need this type of intervention by citing research in student difficulties in learning Quantum Mechanics. Physics Education research shows that there are common student misconceptions that persist even in the upper level undergraduate courses such as Quantum Mechanics. Cognitive research serves as a guide for effective curriculum design. A description of the iterative process for developing and evaluating the tutorials is discussed. The development and evaluation of "The Time Evolution of a Wave Function" Quantum Interactive Learning Tutorial (QuILT) is described in detail. Finally, the success of the QuILT in reducing the common misconceptions about time evolution is discussed

Maximising Social Interactions and Effectiveness within Distance Learning Courses: Cases from Construction

Advanced Internet technologies have revolutionised the delivery of distance learning education. As a result, the physical proximity between learners and the learning providers has become less important. However, whilst the pervasiveness of these technological developments has reached unprecedented levels, critics argue that the student learning experience is still not as effective as conventional face-to-face delivery. In this regard, surveys of distance learning courses reveal that there is often a lack of social interaction attributed to this method of delivery, which tends to leave learners feeling isolated due to a lack of engagement, direction, guidance and support by the tutor. This paper defines and conceptualises this phenomenon by investigating the extent to which distance-learning programmes provide the social interactions of an equivalent traditional classroom setting. In this respect, two distance learning case studies were investigated, covering the UK and Slovenian markets respectively. Research findings identified that delivery success is strongly dependent on the particular context to which the specific distance learning course is designed, structured and augmented. It is therefore recommended that designers of distance learning courses should balance the tensions and nuances associated with commercial viability and pedagogic effectiveness

Maximising social interactions and effectiveness within distance learning courses : cases from construction

Advanced Internet technologies have revolutionised the delivery of distance learning education. As a result, the physical proximity between learners and the learning providers has become less important. However, whilst the pervasiveness of these technological developments has reached unprecedented levels, critics argue that the student learning experience is still not as effective as conventional face-to-face delivery. In this regard, surveys of distance learning courses reveal that there is often a lack of social interaction attributed to this method of delivery, which tends to leave learners feeling isolated due to a lack of engagement, direction, guidance and support by the tutor. This paper defines and conceptualises this phenomenon by investigating the extent to which distance-learning programmes provide the social interactions of an equivalent traditional classroom setting. In this respect, two distance learning case studies were investigated, covering the UK and Slovenian markets respectively. Research findings identified that delivery success is strongly dependent on the particular context to which the specific distance learning course is designed, structured and augmented. It is therefore recommended that designers of distance learning courses should balance the tensions and nuances associated with commercial viability and pedagogic effectiveness

Creating R Packages: A Tutorial

This tutorial gives a practical introduction to creating R packages. We discuss how object oriented programming and S formulas can be used to give R code the usual look and feel, how to start a package from a collection of R functions, and how to test the code once the package has been created. As running example we use functions for standard linear regression analysis which are developed from scratch

Towards an Intelligent Tutor for Mathematical Proofs

Computer-supported learning is an increasingly important form of study since it allows for independent learning and individualized instruction. In this paper, we discuss a novel approach to developing an intelligent tutoring system for teaching textbook-style mathematical proofs. We characterize the particularities of the domain and discuss common ITS design models. Our approach is motivated by phenomena found in a corpus of tutorial dialogs that were collected in a Wizard-of-Oz experiment. We show how an intelligent tutor for textbook-style mathematical proofs can be built on top of an adapted assertion-level proof assistant by reusing representations and proof search strategies originally developed for automated and interactive theorem proving. The resulting prototype was successfully evaluated on a corpus of tutorial dialogs and yields good results.Comment: In Proceedings THedu'11, arXiv:1202.453

Using video in the construction technology classroom: encouraging active learning

During the last fifteen years the use of video in the classroom at all levels of education has increased while at the same time most research into educational technology has concentrated on personal computers and the internet. Consequently there is a lack of research into how video is used in teaching at a time when it is one of the most used technologies. What research has been carried out (mainly in the medical education domain) has generally found video to be effective in promoting student learning and that students are receptive to its use. However it is necessary to ensure that students engage in active (rather than passive) viewing. This paper reports the authors’ experience of using the materials produced by the Video Project at the University of West of England (UWE) in teaching Level 1 domestic scale construction technology at Anglia Ruskin University. The research is concerned with how the videos may best be used in the lecture theatre. Data, collected by questionnaire from over 200 students largely support the authors’ approach of using a short but carefully focused quiz as an ‘orienting activity’ to encourage ‘active learning’. Feedback of the quiz results can then be used as the means by which further detail and reinforcement of key points is provided

An evaluation of learning resources in the teaching of formal philosophical methods

In any discipline, across a wide variety of subjects, there are numerous learning resources available to students. For many students the resources that will be most beneficial to them are quickly apparent but, because of the nature of philosophy and the philosophical method, it is not immediately clear which resources will be most valuable to students for whom the development of critical thinking skills is crucial. If we are to support these students effectively in their learning we must establish what these resources are how we can continue to maintain and improve them, and how we can encourage students to make good use of them. In this paper we describe and assess our evaluation of the use made by students of learning resources in the context of learning logic and in developing their critical thinking skills. We also assess the use of a new resource, electronic handsets, the purpose of which is to encourage students to respond to questions in lectures and to gain feedback about how they are progressing with the material