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Göller, Robin

doi:10.1007/978-3-658-28681-1_2

Cited by 1 publication

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“…It would be worth investigating reasons why students find the traditional elements particularly helpful. Students might value the coherence in style and mathematical details (like definitions and notation), since their learning is mainly driven by the compulsory exercises ( Liebendörfer, 2014 ; Göller, 2016 , 2020 ). Accordingly, students might appreciate knowing that these resources focus on content that is closely related to the tasks.…”

Section: Discussionmentioning

confidence: 99%

University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics

Kempen

Liebendörfer

2021

Teaching Mathematics and Its Applications: An International Journal of the IMA

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We investigated university students’ study of mathematics in the digital setting context of the COVID-19 pandemic. We gathered data from a survey of 89 students enrolled in a ‘Linear Algebra 1’ course including affective variables, learning strategies, social relatedness and resources considered useful. The results indicate students’ high effort and self-regulation and a high variation in affective characteristics and social relatedness. All the traditional aspects of mathematics teaching (lecture, tutorials and lecture notes) were rated as particularly useful. In addition, the videos from external resources were rated as equally useful as the teaching team’s videos. In contrast, traditional literature such as textbooks was rarely considered useful. The most useful resource rated was communication with peers, underlining the important role of social learning despite fully digital learning environments. Finally, a cluster analysis based on students’ rated usefulness of the resources led to three different user-types. Whereas the ‘digitals’ find the external digital resources very useful (videos, webpages, etc.), the ‘traditionalists’ rate the digitalized traditional resources best (lecture, tutorials, etc.). All resources receive uniformly good ratings from a third group (‘all resource users’). We reflect on our findings in light of the pandemic and describe directions for future research.

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Section: Discussionmentioning

confidence: 99%