Blended learning in a first year mathematics subject

This paper argues that the achievement of learning objectives for a first year mathematics subject, Operations Research Modelling, can be best fostered through a blended learning design. ‘Blended learning’ can be used in a variety of contexts. In this paper, the definition used is that of the integration of ‘traditional’ learning activities ─ lectures, tutorials, Mathematica and optimisation laboratories, and paper-based assessment tasks ─ with learning activities and environments more usually associated with other disciplines ─ collaborative learning, online assessment, peer review, cases studies, spreadsheet technology, and the information and communication technology, Blackboard. It is argued that a blended learning design includes learning activities that more closely mirror professional practice, and is more likely to encourage a deep approach to learning. Effectiveness of the blended learning design is examined from the perspective of students and teaching staff, through the analysis of responses to questionnaires and comments collected

Diagnostic tests in a first year Mathematics subject

In this paper, we explore the issues around diagnostic testing of first year students in mathematics and give an example of the use of such a test in a large first year subject. We compare the scores on the diagnostic test with the end of semester results for 2005. Opinions and insights from students and staff were also collected using open-ended surveys

A Moment of Mindfulness: Computer-Mediated Mindfulness Practice Increases State Mindfulness

Three studies investigated the use of a 5-minute, computer-mediated mindfulness practice in increasing levels of state mindfulness. In Study 1, 54 high school students completed the computer-mediated mindfulness practice in a lab setting and Toronto Mindfulness Scale (TMS) scores were measured before and after the practice. In Study 2 (N = 90) and Study 3 (N = 61), the mindfulness practice was tested with an entirely online sample to test the delivery of the 5-minute mindfulness practice via the internet. In Study 2 and 3, we found a significant increase in TMS scores in the mindful condition, but not in the control condition. These findings highlight the impact of a brief, mindfulness practice for single-session, computer-mediated use to increase mindfulness as a state

Peer tutoring in mathematics for university students

A peer tutoring service has been implemented with volunteer senior students from third year mathematics and statistics classes. This simultaneously bridges the gap in the university budget and helps both the tutors' education as well as their students' education. In this paper we examine the peer tutoring experience.11 page(s

Diagnostic tests in a first year mathematics subject

Is student performance in a basic skills test a good indication of whether the students have the level of mathematical knowledge required for their degree? Mathematics students in the first year of university come from a variety of backgrounds and knowledge levels. The assumed knowledge requirements for each course are a useful guide and students are offered bridging programs to assist them reach the assumed knowledge. The ability of a student to be able to complete a certain course is usually only able to be measured at the final exam stage where around 25% of first year students fail. This paper describes a diagnostic test used for a first year mathematics subject, its purpose, its content and the logistics required to carry out this test. This paper discusses the ways in which students can be re-allocated to classes more suited to their skills, following the initial assessment of their knowledge base. Also considered are the students' perceptions of the test. The relationship between the diagnostic test performances with final examination results is analysed. We discuss the appropriateness of this test and the benefits gained for the students. This paper also assesses whether this test is an effective and a worthwhile operation for gauging a student's mathematical background knowledge in preparation for their degree. A surprise tests given out in the first lecture of a first year mathematics subject can be viewed as a cruel initiation to a degree but it may make the difference between passing and failing!7 page(s

Rationale

Abstract: This paper argues that the achievement of learning objectives for a first year mathematics subject, Operations Research Modelling, can be best fostered through a blended learning design. ‘Blended learning ’ can be used in a variety of contexts. In this paper, the definition used is that of the integration of ‘traditional ’ learning activities ─ lectures, tutorials, Mathematica and optimisation laboratories, and paper-based assessment tasks ─ with learning activities and environments more usually associated with other disciplines ─ collaborative learning, online assessment, peer review, cases studies, spreadsheet technology, and the information and communication technology, Blackboard. It is argued that a blended learning design includes learning activities that more closely mirror professional practice, and is more likely to encourage a deep approach to learning. Effectiveness of the blended learning design is examined from the perspective of students and teaching staff, through the analysis of responses to questionnaires and comments collected