Links between students’ goals and their choice of educational resources in undergraduate mathematics†

Exploring Affordances of an Online Environment: A Case-Study of Electronics Engineering Undergraduate Students’ Activity in Mathematics

“…Concerning intentional aspects of students' interactions, students reported in their journals the use of some other resources in addition to the provided resources (see Table 2). The finding regarding undergraduate students' use of explanatory YouTube videos, Web pages and WolframAlpha is consistent with an earlier study (Anastasakis et al 2017). In this study, the students also reported the use of Maxima, GeoGebra and online calculators in their activity.…”

“…The students incorporated these resources in their learning actions with the goals to get immediate assistance and to prepare according to the final digital examination. The role of examination in shaping the students' use of resources is also reported in other studies (Anastasakis et al 2017;Gueudet and Pepin 2018).…”

“…. production" (Wartofsky 1979, as cited in Engeström 2014, p. 49)", in accordance with Anastasakis, Robinson, and Lerman (2017). In the present case of students' activity, such production may be understood as to reaching the goals of the actions like solving the tasks.…”

“…Jaworski and Potari 2009) has, to the best of my knowledge, not been done so far. As an example, in case of a blended learning environment, a partially relevant study (Anastasakis et al 2017) focused on students' interactions with several resources at the action-goal layer of their activity i.e. the type of resources used by undergraduate students and the relationship between students' goals and their choice of resources.…”

Effects on learning of time spent by university students attending lectures and/or watching online videos

“…Second, the design means we are explicit about how the resources, including lectures, videos, and worksheets are related to the LOs. We believe that it is important that studies examining resource usage should attempt to clarify how the resources offered are related to the LOs and hence to what is assessed, as students are likely to be exam driven in those that they choose to use (Anastasakis, Robinson, & Lerman, ). Third, in most of the studies in the literature relating to the use of video to support learning at university, the online lecture or “lecture capture” is in a one‐to‐one correspondence with a live lecture from the course.…”