Design and Practice of Teaching Model of Measurement and Evaluation of Mathematics Education Based on the Flipped Classroom Concept

Cong, Jinming; Wang, Meiling; Huang, Zhiqin

doi:10.1007/978-981-15-2568-1_193

Cited by 2 publications

(4 citation statements)

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“…For the contents of the course we refer to [36,37]. In addition to the blended theoretical lectures at the blackboard, according to the technical concept outlined in this paper, the course offered: (i) weekly synchronous online computer exercises with from-scratch implementation of the studied numerical methods; (ii) weekly exercise sheets with reference solutions provided under the form of a podcast/screencast, i.e., audio and video recordings of the commented solutions of the exercise sheets; (iii) two projects concerning the numerical solution of simplified real life applications, to be developed in small groups and with students documenting their findings in a written report and presenting and discussing the methods and results in class, following the concepts of a continuous assessment of the students [38] and the flipped classroom principle [13,14]; (iv) mixed use of Italian and English language to also transmit specific technical vocabulary and the capacity to convey subject-related concepts at an international level.…”

Section: Quantitative Evaluation Of the Blended Teaching Concept Via ...mentioning

confidence: 99%

“…For what concerns the available literature on similar implementations, we can affirm that, as summarized in a recent review paper [12] on face-to-face, blended and online teaching, the definition of blended learning is not unique. Most of the times, the term blended refers generically to a combination of instructional methods, which include (i) the availability of different online materials sometimes to be studied independently by the learners before the lectures, in the spirit of a flipped class strategy [13,14], (ii) a mixture of online synchronous and asynchronous lectures [15,16], and, as in our case, (iii) a strategy to make possible the fruition of the same lecture from two different audiences, one in presence and the other one online. In all cases, when a blended teaching concept is set up, a central role is occupied by the use of new technologies and its effectiveness and impact need to be investigated through dedicated research.…”

Section: Introduction and Context Of This Workmentioning

confidence: 99%

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A Simple but Efficient Concept of Blended Teaching of Mathematics for Engineering Students during the COVID-19 Pandemic

2021

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In this article we present a case study concerning a simple but efficient technical and logistic concept for the realization of blended teaching of mathematics and its applications in theoretical mechanics that was conceived, tested and implemented at the Department of Civil, Environmental and Mechanical Engineering (DICAM) of the University of Trento, Italy, during the COVID-19 pandemic. The concept foresees traditional blackboard lectures with a reduced number of students physically present in the lecture hall, while the same lectures are simultaneously made available to the remaining students, who cannot be present, via high-quality low-bandwidth online streaming. The case study presented in this paper was implemented in a single University Department and was carried out with a total of n=1011 students and n=68 professors participating in the study. Based on our first key assumption that traditional blackboard lectures, including the gestures and the facial expressions of the professor, are even nowadays still a very efficient and highly appreciated means of teaching mathematics at the university, this paper deliberately does not want to propose a novel pedagogical concept of how to teach mathematics at the undergraduate level, but rather presents a technical concept of how to preserve the quality of traditional blackboard lectures even during the COVID-19 pandemic and how to make them available to the students at home via online streaming with adequate audio and video quality even at low internet bandwidth. The second key assumption of this paper is that the teaching of mathematics is a dynamic creative process that requires the physical presence of students in the lecture hall as audience so that the professor can instantaneously fine-tune the evolution of the lecture according to his/her perception of the level of attention and the facial expressions of the students. The third key assumption of this paper is that students need to have the possibility to interact with each other personally, especially in the first years at the university. We report on the necessary hardware, software and logistics, as well as on the perception of the proposed blended lectures by undergraduate students from civil and environmental engineering at the University of Trento, Italy, compared to traditional lectures and also compared to the pure online lectures that were needed as emergency measure at the beginning of the COVID-19 pandemic. The evaluation of the concept was carried out with the aid of quantitative internet bandwidth measurements, direct comparison of transmitted video signals and a careful analysis of ex ante and ex post online questionnaires sent to students and professors.

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Section: Quantitative Evaluation Of the Blended Teaching Concept Via ...mentioning

confidence: 99%

Section: Introduction and Context Of This Workmentioning

confidence: 99%

A Simple but Efficient Concept of Blended Teaching of Mathematics for Engineering Students during the COVID-19 Pandemic

2021

View full text Add to dashboard Cite

show abstract

“…In addition to the blended theoretical lectures at the blackboard, according to the technical concept outlined in this paper, the course offered: i) weekly synchronous online computer exercises with from scratch implementation of the studied numerical methods, ii) weekly exercise sheets with reference solutions provided under the form of a podcast/screencast, i.e. audio and video recordings of the commented solutions of the exercise sheets, iii) two projects concerning the numerical solution of simplified real life applications, to be developed in small groups and with students documenting their findings in a written report and presenting the methods and results in class, following the concepts of a continuous assessment of the students [20] and the flipped classroom principle [7,5]; iv) mixed use of Italian and English language to also transmit specific technical vocabulary and the capacity to convey subject related concepts at international level.…”

Section: Evaluation Of the Concept And Of Its Practical Implementationmentioning

confidence: 99%

“…Innovative concepts of blended teaching in pre-COVID times were discussed in [12,23], while recent contributions in the field [9,8,11,5,17,13] also have a particular focus on the use of blended teaching concepts during the COVID-19 pandemic.…”

Section: Introduction and Context Of This Workmentioning

confidence: 99%

A simple but efficient concept of blended teaching of mathematics for engineering students during the COVID-19 pandemic

Busto,

Dumbser,

Gaburro

2020

Preprint

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In this article we present a simple but efficient technological and logistic concept for the realization of blended teaching of mathematics and its applications in theoretical mechanics that was conceived, tested and implemented at the Department of Civil, Environmental and Mechanical Engineering (DICAM) of the University of Trento, Italy, during the COVID-19 pandemic. The concept foresees traditional blackboard lectures with a reduced number of students physically present in the lecture hall, while the same lectures are simultaneously made available to the remaining students, who cannot be present, via high quality low-bandwidth online streaming.Based on our first key assumption that traditional blackboard lectures, including the gestures and the facial expressions of the professor, are even nowadays still a very efficient and highly appreciated means of teaching mathematics at the university, this paper deliberately does not want to propose a novel pedagogical concept of how to teach mathematics at the undergraduate level, but rather presents a technical concept of how to preserve the quality of traditional blackboard lectures even during the COVID-19 pandemic and how to make them available to the students at home via online streaming with adequate audio and video quality even at low internet bandwidth. The second key assumption of this paper is that the teaching of mathematics is a dynamic creative process that requires the physical presence of students in the lecture hall as audience so that the professor can instantaneously fine-tune the evolution of the lecture according to his/her perception of the level of attention and the facial expressions of the students. The third key assumption of this paper is that students need to have the possibility to interact with each other personally, especially in the first years at the university.We report on the necessary hardware, software and logistics, as well as on the perception of the proposed blended lectures by undergraduate students from civil and environmental engineering at the University of Trento, Italy, compared to traditional lectures and also compared to the pure online lectures that were needed as emergency measure at the beginning of the COVID-19 pandemic.Keywords: simple technical concept for blended teaching; transmission of traditional blackboard lectures of mathematics via high-quality/low-bandwidth audio & video streaming; bidirectional communication; blended chalk talks

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Design and Practice of Teaching Model of Measurement and Evaluation of Mathematics Education Based on the Flipped Classroom Concept

Cited by 2 publications

References 0 publications

A Simple but Efficient Concept of Blended Teaching of Mathematics for Engineering Students during the COVID-19 Pandemic

A Simple but Efficient Concept of Blended Teaching of Mathematics for Engineering Students during the COVID-19 Pandemic

A simple but efficient concept of blended teaching of mathematics for engineering students during the COVID-19 pandemic

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