Engineering students’ experiences of interactive teaching in calculus

Weurlander, Maria; Cronhjort, Mikael; Filipsson, Lars

doi:10.1080/07294360.2016.1238880

Cited by 11 publications

(8 citation statements)

References 26 publications

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“…This issue triggered problems in follow-up courses where students were expected to have learned to deal with the workload and understand certain concepts. Another example of students' experiences in interactive teaching in Calculus courses was discussed in (Weurlander et al, 2017). This study explored the impact of using peer instruction instead of traditional lectures.…”

Section: Introductionmentioning

confidence: 99%

COVID-19 pandemic and the E-learning in higher institutions of education: Faculty of engineering and technology at Al-Zaytoonah University of Jordan as a case study

Alkhalil

Manasrah

Dabbour

et al. 2021

Journal of Human Behavior in the Social Environment

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Section: Introductionmentioning

confidence: 99%

COVID-19 pandemic and the E-learning in higher institutions of education: Faculty of engineering and technology at Al-Zaytoonah University of Jordan as a case study

Alkhalil

Manasrah

Dabbour

et al. 2021

Journal of Human Behavior in the Social Environment

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“…Interactive technologies have an ambiguous assessment among students. One of the main obstacles, apparently, is that the foundational beliefs of students regarding technology, teaching and learning can be counterproductive for ideas of educational initiatives (Weurlander et al, 2017). In some cases, there is a critical attitude of students to participance in interactive and research projects, which is more often characteristic of closed, passive students with a low level of self-organization and selfcontrol (Aguado, 2009).…”

Section: Discussionmentioning

confidence: 99%

Interactive Technologies of Forming the Students' Media Competence: Opportunities and Limitations of Their Use in Contemporary Educational Practice

2018

Media Education (Mediaobrazovanie)

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Special attention of researchers from developed countries is paid to the inclusion of new media technologies of teaching in the traditional educational process. For the purpose of critical comprehension of prospects of use of interactive technologies in traditional educational environments, their advantages and shortcomings before traditional methods of training, the research was conducted by the authors. The main focus of the study was on the study of the possibilities and limitations of the use of interactive technologies for the formation of media competence of students. The materials of the author's research include case-studies that were offered to students to perform within the discipline "Research in the system of public administration" (34 students were trained). The results of the survey were supplemented and concretized with the data, obtained during the focus group discussion. In the course of the study, the authors found out that in contrast to traditional teaching methods that stimulate "learning for evaluation", interactive technologies activate the internal need of the student in "learning for self-development". The authors highlighted the following advantages of interactive methods: the development of skills for segmentation of media space and a critical approach to the selection of media texts for further analysis; the use of a multidimensional approach to the selection of information channels, the volume of information array and units of analysis of media texts. The study found out that the redundancy of information on the Internet and the dominance of traditional tasks forms the consumer of media information. In the absence of real practice of formation of media competence, the use of interactive teaching methods can be limited only to the selection of text by students.

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“…6) states: 'In fact, a lot of people think that the flipped classroom consists solely of having people look at video lectures, but you don't need a video lecture'. This type of interactive or pre-study learning aims to stimulate and inspire students to work actively by themselves, with their peers and with their teachers continually throughout the course (Weurlander, Cronhjort, and Filipsson 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

High school student perspectives on flipped classroom learning

Ölmefors

Scheffel

2021

Pedagogy, Culture & Society

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Flipped classroom pedagogics has become a widely used approach within blended learning. The aim of the present study is to add students' perspectives on the flipped classroom as used as a pedagogical method in a Swedish upper secondary school. In this qualitative study, eight students participated in focus group interviews. Problems were found both for neurotypical students as well as for a neurodiverse student. Unless special care is taken, students with neurodiversity may not be given equal opportunities for learning, in conflict with Swedish school legislation. Issues are discussed that need to be addressed when introducing flipped classroom course design at high school level.

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Engineering students’ experiences of interactive teaching in calculus

Cited by 11 publications

References 26 publications

COVID-19 pandemic and the E-learning in higher institutions of education: Faculty of engineering and technology at Al-Zaytoonah University of Jordan as a case study

COVID-19 pandemic and the E-learning in higher institutions of education: Faculty of engineering and technology at Al-Zaytoonah University of Jordan as a case study

Interactive Technologies of Forming the Students' Media Competence: Opportunities and Limitations of Their Use in Contemporary Educational Practice

High school student perspectives on flipped classroom learning

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