In this study, we look at student perceptions of a first course in linear algebra, focusing on two specific aspects. The first is the statement by Carlson that a fog rolls in once abstract notions such as subspaces, span and linear independence are introduced, while the second investigates statements made by several authors regarding the negative emotions that students can experience during the course. An attempt is made to mitigate this through mediation to include a significant number of applications, while continually dwelling on the key concepts of the subject throughout the semester. The results show that students agree with Carlson’s statement, with the concept of a subspace causing particular difficulty. However, the research does not reveal the negative emotions alluded to by other researchers. The students note the importance of grasping the key concepts and are strongly in favour of using practical applications to demonstrate the utility of the theory.
An extensive amount of study in recent years has focused on the relationship between teaching and research among academic staff, with many concluding that an environment of increased scrutiny and assessment has tilted the priority towards research. Few studies have looked at how students perceive the teaching-research nexus, and this paper offers a new perspective on the issue by considering the perceptions of exchange students from the United States and the United Kingdom.Data was collected by conducting in-depth interviews with twelve multidisciplinary students representing eight universities in the two countries, and an analysis conducted according to established phenomenological principles. The results suggest that exchange students have a high opinion of research, and generally do not believe that academic staff prioritise their own research to the detriment of undergraduate students. Exceptions are more prevalent in the United Kingdom, where research is more prominently discussed in the classroom.
Technology in the classroom has grown both in its usage and as a research topic to the extent that there are entire journals devoted to the topic. Distance learning was once considered to be the preserve of lesser institutions, but has now become common at many leading universities, and this trend shows no sign of abating. Many now question whether the traditional lecture format, and indeed the need for a campus with its expensive maintenance, will survive given that computerized technology now allows students to receive instruction from wherever they are located. This paper considers a new perspective by seeking the views of current and former exchange students from the United States and the United Kingdom. Data was collected by interviewing twelve students representing eight universities in the two countries, and an analysis was conducted using phenomenological principles. While attitudes varied, the general feeling seemed to be that using technology to teach a class offered diminishing returns, to the point where participants were almost uniformly against the notion of completely online courses.
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