Individual differences in students' use of optional learning resources

Inglis, Matthew; Palipana, Aruna S.; Trenholm, Sven; Ward, J. P.

doi:10.1111/j.1365-2729.2011.00417.x

Cited by 63 publications

(63 citation statements)

References 24 publications

(35 reference statements)

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“…They noticed a gender difference in attendance rates, and suggested that women have "far higher" attendance (p. 43). This suggestion is consistent with Inglis, Palipana, Trenholm, and Ward's (2011) study of a first year calculus module, in which women mathematics students were found to attend significantly more lectures than men. 1 Rodd and Bartholomew also suggested that women participate differently in the classroom.…”

Section: Introductionsupporting

confidence: 78%

“…Solomon et al (2011) (Barrett & Lally 1999), whereas others have found the reverse (Jackson, Ervin, Gardner, & Schmitt 2001). In a calculus course, Inglis, Palipana, Trenholm, and Ward (2011) found that male undergraduates more often watched recordings of lectures online than females. However, they noted that the majority of the women in their sample were studying mathematics, whereas most men were studying engineering, so the difference may have been due to discipline rather than gender.…”

Section: Introductionmentioning

confidence: 99%

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Achievement and behaviour in undergraduate mathematics: personality is a better predictor than gender

Alcock

Attridge

Kenny

et al. 2014

Research in Mathematics Education

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We investigated two factors that predict students' achievement and behaviour in undergraduate mathematics: gender and personality. We found that gender predicted students' achievement and behaviour when considered in isolation, but ceased to be predictive when personality profiles were taken into account. Furthermore, personality accounted for significantly more variance in undergraduates' achievement and behaviour than did gender, but the converse was not the case. We therefore argue that personality provides the more productive lens through which to understand the behaviour of undergraduate mathematics students. We relate this finding to recent research emphasising gender differences in mathematics education, and suggest that researchers wishing to promote equity in participation at and beyond the undergraduate level should consider shifting their focus to individual differences in personality.

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Section: Introductionsupporting

confidence: 78%

Section: Introductionmentioning

confidence: 99%

Achievement and behaviour in undergraduate mathematics: personality is a better predictor than gender

Alcock

Attridge

Kenny

et al. 2014

Research in Mathematics Education

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“…Some research suggests that more frequent access to recorded lectures leads to an increase in positive results and learning behaviours (Phillips et al, 2011;Traphagan et al, 2010). Inglis, Palipana, Trenholm, and Ward (2011), on the other hand, found that "students who often accessed online lectures had lower attainment than those who often attended live lectures or the support centre" (p. 490). Owston et al (2011) reviewed data from 860 undergraduate students and found the same was true: "[S]tudents who accessed the recordings once per month or less often achieved significantly higher grades than those who accessed them 4 to 6 times per week or more often."…”

Section: Impact Of Lecture Capture On Academic Performancementioning

confidence: 99%

Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning

2016

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This study sought to provide a better understanding of how lecture capture technology is used by students and how its use is related to student satisfaction, attendance, and academic performance. Using a mixed method design with both quantitative and qualitative methods to collect data, instruments included a student questionnaire, interviews and focus groups, lecture capture usage statistics, and grades. Results showed that 63% of students were satisfied with lecture capture and 75% of students indicated that it had facilitated their learning. Students primarily used the recordings to learn what they had missed while in class (79%) or because they were absent (72%). 70% of students reported having watched at least 50% of the recorded material (27% watched all the material), and only 8% of students did not view any recordings. Student satisfaction had a significant positive relationship with the number of lectures viewed. In regards to attendance, the self-reported data from students indicated that 61% of students did not miss classes (none or just one class). Students with the greatest number of missed classes viewed the recordings more frequently. As for student achievement, 68% of students indicated that lecture capture helped them to achieve better grades. Students with lower course marks accessed the recordings more frequently than those with higher marks. Instructor perceptions were that lecture capture predominately helped average to below average students achieve slightly better marks, but had less of an impact on the grades for particularly low and high achieving students. Cette étude avait pour but de fournir une meilleure compréhension de la manière dont la capture de cours en vidéo est utilisée par les étudiants et comment son utilisation est reliée à la satisfaction des étudiants, à leur assiduité et à leurs résultats académiques. Grâce à un concept de méthodes mixtes comprenant des méthodes quantitatives et qualitatives pour recueillir les données, les instruments incluaient un questionnaire à remplir par les étudiants, des entrevues et des groupes de discussion, des statistiques sur l’emploi de la capture de cours, ainsi que des notes. Les résultats ont indiqué que 63 % des étudiants étaient satisfaits de la capture de cours et 75 % d’entre eux ont pensé que cette méthode avait favorisé leur apprentissage. Les étudiants ont principalement utilisé les enregistrements pour apprendre ce qu’ils avaient manqué quand ils étaient en classe (79 %) ou parce qu’ils étaient absents (72 %). Soixante-dix pour cent des étudiants ont indiqué qu’ils avaient regardé au moins 50 % des enregistrements (27 % avaient regardé toutes les vidéos) et seulement 8 % des étudiants n’avaient regardé aucune vidéo. La satisfaction des étudiants a eu une incidence positive importante en fonction du nombre de vidéos visionnées. En ce qui concerne l’assiduité, les données auto-déclarées par les étudiants ont indiqué que 61 % des étudiants n’avaient pas manqué de classes (aucune absence ou seulement une absence). Les étudiants qui avaient le plus grand nombre d’absences avaient regardé les vidéos plus fréquemment. En ce qui concerne les résultats des étudiants, 68 % d’entre eux ont indiqué que la capture de cours les avait aidés à obtenir de meilleures notes. Les étudiants qui avaient obtenu les notes de cours les plus basses avaient regardé les vidéos plus fréquemment que ceux qui avaient obtenu des notes plus élevées. Les instructeurs ont déclaré que la capture de cours en vidéo avait surtout aidé les étudiants de niveau moyen ou inférieur à la moyenne à obtenir des notes un peu meilleures, mais qu’elle avait eu un effet moins important sur les notes des étudiants très peu performants ou sur celles des étudiants très performants.

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“…Nevertheless, we attempted to control for key factors which might covary with PAL attendance and mathematical achievement. Specifically, earlier research has demonstrated that higher lecture attendance is associated with higher achievement in undergraduate mathematics [39].…”

Section: Session Attendance and Achievementmentioning

confidence: 99%

Can peer assisted learning be effective in undergraduate mathematics?

Duah

Croft

Inglis

2013

International Journal of Mathematical Education in Science and

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We report the implementation and evaluation of a 'peer assisted learning' (PAL) scheme designed to reduce the so-called "cooling off" phenomenon in undergraduate mathematics. "Cooling off" occurs when mathematics undergraduates lose motivation and interest in their studies, despite having previously actively chosen to study it at higher levels. We found that, despite concerns about the novel didactic contract inherent in PAL schemes, a majority of students chose to engage with the scheme, and that the student leaders of the PAL sessions were generally capable of implementing a student-centred pedagogy. Furthermore we found that students who attended the PAL sessions had higher achievement in their final examinations, even after controlling for their lecture attendance and prior attainment. We conclude by arguing that PAL may provide a useful mechanism for reducing the prevalence of the "cooling off" phenomenon in some -but not all -groups of mathematics students.

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Individual differences in students' use of optional learning resources

Cited by 63 publications

References 24 publications

Achievement and behaviour in undergraduate mathematics: personality is a better predictor than gender

Achievement and behaviour in undergraduate mathematics: personality is a better predictor than gender

Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning

Can peer assisted learning be effective in undergraduate mathematics?

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