Delivering an online course using STACK

Kinnear, George

doi:10.5281/zenodo.2565969

Cited by 4 publications

(4 citation statements)

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“…[9,10] reported the use of STACK for an online Calculus course, where students got automatic, instant, and relevant feedback. Apart from assessment, Kinnear [11,12] demonstrated how STACK could be used to interactively deliver mathematics content. The work of Davies et al [13] reported the application of STACK in mathematics from lecturers at the University College London.…”

Section: Introductionmentioning

confidence: 99%

STACK for interactive online numerical analysis tutorials: development, competence and performance

Amour

2023

JICTS

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Conducting tutorials for large classes requires number of manpower/venues. In this work we exploit the power of mathematics plugin (System for Teaching and Assessment using Computer Algebra Kernel - STACK) embedded within Moodle to conduct online tutorials for Numerical Analysis; undergraduate second year course taught in 2019/2020 and 2020/2021 academic years at theUniversity of Dar es Salaam. Varieties of randomized questions were authored to cover the content of the coursewhile testing different learning objectives exhausting direct and iterative computations, analytical and guided proofs. Students got feedback of their work immediately from their anticipated mistakes. Students' participation and engagement in the tutorials are promising. Final scores do not show any negative impact from the application of online tutorials. Handling of online tutorials is important as number of students enrolled every year is increasing disproportionally with the available teaching staffs. This can also be appropriate tool for both delivering mathematics content interactively and assessing mathematics learning when meetings between teachers and students are limited (e.g. during pandemic period) or not necessary (e.g. distance learning programmes).

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Section: Introductionmentioning

confidence: 99%

STACK for interactive online numerical analysis tutorials: development, competence and performance

Amour

2023

JICTS

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“…The course was well-received by students in its first delivery in the 2018/19 academic year, and their overall performance on the course was strong: the mean course result was 66%, while 47% of students achieved an A grade and only 5/109 students failed. See [11] for more details.…”

Section: Background: Fac Online Coursementioning

confidence: 99%

Rejuvenating the HELM Workbooks as Online STACK Quizzes in 2020

Zerva

Sangwin

Jones

et al. 2022

Int. J. Emerg. Technol. Learn.

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HELM (Helping Engineers Learn Mathematics) was a three-year project undertaken by a consortium of five English universities between 2002 and 2005. HELM released a range of workbooks and online resources, designed to enhance the mathematical education of engineering undergraduates, which were well received, and widely used. All that remained in 2020 from HELM were PDFs of “student workbooks” which could not be edited. Since 2018, the University of Edinburgh has developed and taught fully online courses for university mathematics in which all materials form part of coherently organised digital exercises and expositions. The work reported in this paper combines the two approaches: we take a similar approach to the existing successful Edinburgh course and rejuvenate the static HELM materials by creating online resources designed to support the mathematical education of engineering undergraduates. The paper describes the rationale, educational design, practical execution and preliminary analysis of the workbooks’ usage at the University of Edinburgh. HELM (Helping Engineers Learn Mathematics) was a three-year project undertaken by a consortium of five English universities between 2002 and 2005. HELM released a range of workbooks and online resources, designed to enhance the mathematical education of engineering undergraduates, which were well received, and widely used. All that remained in 2020 from HELM were PDFs of “student workbooks” which could not be edited. Since 2018, the University of Edinburgh has developed and taught fully online courses for university mathematics in which all materials form part of coherently organised digital exercises and expositions. The work reported in this paper combines the two approaches: we take a similar approach to the existing successful Edinburgh course and rejuvenate the static HELM materials by creating online resources designed to support the mathematical education of engineering undergraduates. The paper describes the rationale, educational design, practical execution and preliminary analysis of the workbooks’ usage at the University of Edinburgh.

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“…5. Pass thresholds: The pass thresholds might be high to communicate the high level of expectations [10], [11] or low to incentivize participation [12]. 6.…”

Section: Feedbackmentioning

confidence: 99%

“…Different modes of tests have been combined in "Just in time teaching (JiTT)" arrangements [16] with pre-tests after working through the course material and post tests after the lecture or further study as in [11], [12]. These arrangements are therefore closely linked to the course format.…”

Section: Interdependenciesmentioning

confidence: 99%

Inside the “Sandbox”

Clincy

Melzer

Schaaf

et al. 2022

Int. J. Emerg. Technol. Learn.

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Online tests with automated response systems are often used as pre-assessments or to give students formative feedback on their progress during a course. As an incentive, bonus points are commonly awarded. The pass threshold plays a crucial role: A low pass threshold encourages participation whereas a high pass threshold signals clear expectations for the course, yet is sometimes mitigated by allowing for repeated tries. In two first-year maths courses in different degree programs online tests with STACK questions were introduced. These tests are offered independent from the course format. They have a high pass threshold, allow only a limited number of trials and count towards the final mark, i. e. are considered a summative assessment for the course. However, to allow for practice and formative assessment, "sandbox" environments were implemented allowing for unlimited practice. This article will give an overview over the choice of parameters for different implementations and discuss the findings on the use of the "sandbox".

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Delivering an online course using STACK

Cited by 4 publications

References 0 publications

STACK for interactive online numerical analysis tutorials: development, competence and performance

STACK for interactive online numerical analysis tutorials: development, competence and performance

Rejuvenating the HELM Workbooks as Online STACK Quizzes in 2020

Inside the “Sandbox”

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