What do on campus students do with mathematics lecture screencasts at a dual-mode Australian university?

The University of Southern Queensland (USQ) is one of Australia's leading distance education providers, with about three quarters of its students enrolled in distance mode. While it can certainly be argued that screencasted lectures extend learning opportunities for students who cannot physically attend classes by providing a near live lecture experience, the question is raised: Would students who were given a choice and purposely enrolled on campus access these recordings, and if so, for what purpose? This paper uses a case study approach to investigate this question with a first year Operations Research course allowing on campus and distance enrolments. Data analysed and matched to follow individual students' behaviours includes lecture attendance rolls, weekly screencast access on the course Moodle site, anonymous solicited student feedback provided by attendees in the last two lectures and a student survey at the end of semester. While a number of students used the recordings to catch up on missed classes, the majority of enrolled students stated that they attended classes because they had decided to enroll on campus rather than in distance mode, as they valued interaction with the lecturers and the ability to receive an immediate answer to questions

Facilitating change: tablet PC trials across two distance education focused universities

This paper reports on initial findings in comparing two distance universities’ approaches to trialling tablet technology to enhance communication between instructors and students. There were different reasons for initiating the trials and different approaches to each of the trials, but there were also some striking similarities. For instance both trials were led from the bottom up, however they were each conducted with no knowledge of the other. Funding for each of these trials was resourced from a university learning and teaching grant/fellowship and both projects used an action research approach. The emphasis for both trials was on pedagogical and technological staff development facilitated and administered through each project leader. The paper gives an overview of how the trials were conducted, what did and did not succeed and what could be improved. Longer lasting outcomes that have been achieved through these projects are described. This comparison is meant to guide and inform change agents and identify good practice in the management of technology trials

The practice of web conferencing: where are we now?

The use of web conferencing tools to support learning and teaching and facilitate interaction and collaboration is common in many higher education environments as is the replacement of face-to-face meetings with virtual collaboration tools. This paper reports on Phase 3 of a trial of web conferencing conducted at a regional Australian university and further explores the use of web conferencing to support and enhance learning and teaching. Preliminary findings from Phases 1 and 2 of the trial have been reported on in a previous paper. The action research method which framed the initial trial has again been applied to Phase 3. In Phase 1, collaborative mathematical problem-solving in an undergraduate course was carried out using web conferencing and tablet PCs. In addition, students in postgraduate Education courses were linked across the globe to participate in interactive and collaborative web conference activity. In Phase 2, a university-wide trial across disciplines was conducted. Phase 3 represents an analysis of feedback received from teachers who were involved in Phases 1 and 2 and who have had some time to reflect on the impact web conferencing has had on their teaching practice. From this, and their own experience, the authors make further observations regarding the use of web conferencing to support learning and teaching and raise a number of questions and issues to guide future research

Adjusting the community of inquiry approach to a synchronous mathematical context

This paper applies the Community of Inquiry (CoI) framework previously used in asynchronous discussion forums to synchronous chats in a mathematically-based undergraduate course. While the three presences described in the CoI framework - cognitive, social and teaching presence - are still identified, it is argued that categories and indicators tailored for coding asynchronous discussion may need adjustment when applied to this new context. Preliminary results based on the transcript analysis of one chat log and using two coders are presented in this paper

Tablet technology in first year calculus and linear algebra teaching

Although tablet technology has been around for more than a decade, it seems to be used mainly in niche markets such as arts and design, and it appears to have bypassed most of academia. The purpose of this paper is to show the usefulness and effectiveness of tablet technology in undergraduate mathematics teaching by sharing experiences made using a graphics tablet for lecturing a large first year class. It is meant to encourage discussion of current teaching tools, for instance for lecture delivery, preparation of on-line material and student consultation at a distance. This technology allows writing by hand on the computer as well as keeping a record of what has been written, which makes publication of this material on the course website very simple

Building cognitive bridges in mathematics: Exploring the role of screencasting in scaffolding flexible learning and engagement

Conceptual learning in mathematics can be made more accessible with mathscasts, which are dynamic, digitally recorded playbacks of worked examples and mathematical problem-solving on a computer screen, accompanied by audio narration. Mathscasts aim to enable students to develop deeper understanding of key foundational concepts in order to equip them to undertake degrees in Science, technology, engineering and mathematics (STEM). Previous research has indicated the success of maths screencasts to provide explanations of complex concepts and reinforcement of concepts previously learnt. The project presented here extends current research by demonstrating the value of visual, interactive screencasts for learning of mathematics, and investigates students’ perceptions. A survey of student use of screencasts identifies learners’ usage patterns, the significance of offering mathematics support via mathscasts in flexible mode, and students’ integration of mathscasts into their study strategies. The results show positive implications for the integration of multimodal learning resources in STEM environments

Annotations with a Tablet PC or typed feedback: does it make a difference?

[Abstract]: The University of Southern Queensland (USQ) has adopted a flexibility agenda and thus, assignments in many disciplines are now submitted, marked and returned electronically. However, since some markers are more comfortable marking hardcopy assignments, electronically submitted assignments may still be printed, annotated, and the handwritten feedback scanned or typed to facilitate electronic return of assignments. The latter may limit the quantity, depth and placement of comments provided. This research focuses on a course where model answers or a standard set of comments cannot be generated and detailed individual marker feedback is required. Marking rubrics have been designed to standardize marking but in the implementation process, the level of individual feedback has deteriorated. This pilot study investigates how the feedback students have received previously when assignments were marked with typed comments, compares to this year’s experience when the same marker was given a Tablet PC and was able to provide handwritten feedback

Scaffolding mathematical understanding with mathscasts

Screencasts (or MathsCasts), now widely used in higher education in Australia, have pedagogical benefits when used for instructional purposes as learners have flexibility in accessing the resources at their convenience, and view models and exemplars of particular concepts and operations. By accessing video-based instruction that combines multiple media formats, students from many disciplinary areas are able to access support where and when they require it., without needing to visit a campus support centre.We provide an overview of the pedagogical benefits of screencasts by applying a Vygotskyan learning framework that illustrates how MathsCasts act as scaffold to improved understanding. Data gained from an evaluation study shows the self-regulatory processes used by learners during learning and the role of screencasts in prompting, supporting, and engaging students to learn, anywhere, anytime, anyhow. The paper provides recommendations on the design of screencasts and illustrates how they can be used to support students’ conceptual understanding

Student perceptions of screencast feedback on mathematics assessment

Although feedback is a very important component of assessment in higher education, there is substantial evidence that students view traditional methods of feedback as deficient in a number of respects. In this paper we explore how students perceive generic feedback on a mathematics assignment provided via screencasts. Our study is based on a Differential Equations module taught to first and second year students at a United Kingdom university. Our analysis of a student survey of this novel approach to feedback indicates that some students prefer screencast feedback to written feedback for a number of reasons: it is perceived to be more personal, it provides a richer experience than handwritten comments, it can be accessed anytime and replayed and paused as needed, it assists with learning how to communicate mathematics and it helps develop mathematical thinking skills. In fact, we show that this form of feedback is effective according to Sadler’s (Instructional Science 18:119–144, 1989) definition of effective feedback

Building cognitive bridges in mathematics: exploring the role of screencasting in scaffolding flexible learning and engagement

Conceptual learning in mathematics can be made more accessible with mathscasts, which are dynamic, digitally recorded playbacks of worked examples and mathematical problem-solving on a computer screen, accompanied by audio narration. Mathscasts aim to enable students to develop deeper understanding of key foundational concepts in order to equip them to undertake degrees in Science, technology, engineering and mathematics (STEM). Previous research has indicated the success of maths screencasts to provide explanations of complex concepts and reinforcement of concepts previously learnt. The project presented here extends current research by demonstrating the value of visual, interactive screencasts for learning of mathematics, and investigates students' perceptions. A survey of student use of screencasts identifies learners' usage patterns, the significance of offering mathematics support via mathscasts in flexible mode, 
 and students' integration of mathscasts into their study strategies. The results show positive implications for the integration of multimodal learning resources in STEM environments