Teaching and Learning Experiences with Enhanced Books in Engineering Math and Science Courses

Abstract

This study focuses on understanding the implementation of three interactive digital products in the first-year foundational courses (General Chemistry, Physics I & II, Calculus I & II) at the Faculty of Engineering, and the perceptions of teaching and learning experiences with those products. The data were gathered from the instructors, students and Distance Education Unit Coordinator through in-depth interview of purposeful sample of the academics, student online survey and product platform usage data. The study reveals the nuances of the institutional change prompted by the initiatives for advancing teaching and learning through the integration of technology. The study findings are discussed through themes that address the benefits of integrating digital products as well as challenges experienced by the instructors, students, and by the institution during this period of transition to digital technologies. The findings assisted in identifying the related set of recommended actions for improving the implementation of digital products and strengthening their integration into academic programs.

Does Blended Learning Improve the Academic Achievement of Undergraduate Students in the Mathematics Course?: A Case Study in Higher Education

“…For example, blended learning is described as one of the forms of e-learning in which e-learning is 'blended' with conventional education in one system (Sarıtepeci & Çakır, 2015;Shang, & Liu, 2018). In blended learning, e-learning tools, whether computer-based or network-based, are used for lessons, lectures, and training sessions, which are often conducted in realworld classrooms with the ability to connect to one another (Adiguzel, Kamit, & Ertas, 2020;Yeou, 2016). Bervell, Nyagorme, and Arkorful (2020), pointed out that the Learning Management System (LMS) is one of the technologies that made blended learning possible in distance learning.…”

The effectiveness of blended learning on students' academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane

“…Gambari et al. (2017) emphasized the role of the e-learning factor, according to Adiguzel et al. (2020) .…”

“…(2020) , the ratio between face-to-face and online learning in blended learning varies, but the online learning factor should be between 33% and 50%, and even as high as 80% ( Lazar et al., 2020 ; Owston and York, 2018 ). In blended learning, e-learning tools are used in lessons, training sessions ( Adiguzel et al., 2020 ), presentations, progress learning, and online discussion groups ( Alammary, 2019 ).…”

“…(2019) stated that these assessment results offer students the information they need to acquire and feedback on how well they have learned. Also, teachers can see the extent to which the lesson is understood and the students' learning requirements must be interpreted and monitored to observe their learning progression ( Adiguzel et al., 2020 ; Barros et al., 2017 ; Kerzˇič et al., 2019 ). Similarly, for mathematics education in particular, in research by Kashefi et al.…”

“…Due to the characteristics of blended learning, this teaching approach can optimize the strengths of face-to-face and online teaching ( Alsalhi et al., 2021 ; Hu et al., 2021 ; Kashefi et al., 2017 ; Kerzˇič et al., 2019 ). Unlike face-to-face teaching, online teaching relies on extensive LMS functions, allowing for efficient goal-setting, document organization, the facilitation of learning, participation in learning, and the assessment of academic achievement ( Adiguzel et al., 2020 ; Sun, 2016 ). In addition, online learning facilitates teacher-student, teacher-teacher and teacher-student-family interactions ( Alammary, 2019 ; Alsalhi et al., 2021 ; Attard and Holmes, 2020 ; Hoyos et al., 2018 ; Miyaji and Fukui, 2020 ; Sánchez-Gómez et al., 2019 ), and more personalized learning and assessment (Mundt et al., 2018; Rifa'i and Sugiman, 2018 ) without the hindrance of space or time ( Zhang and Zhu, 2017 ).…”