The E-learning System for Teaching Bridging Mathematics Course to Applied Degree Studies

Lepellere, Maria Antonietta; Cristea, Irina; Gubiani, Donatella

doi:10.1007/978-3-030-00084-4_16

Cited by 8 publications

(8 citation statements)

References 7 publications

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“…This means that it was so because they had been directly experiencing the effect of the E-learning as users in their respective schools. This concurs with the study by Lepellere et al (2019) who cemented that E-learning was more helpful and effective to some of the learners who were employed and had no time to attend class hours the only solution was E-learning. This means that with E-learning program, teaching and learning can take place at any time and in any convenient place.…”

Section: Key: F= Number Of Respondents and % = Percentagesupporting

confidence: 88%

Untitled

2022

BJE

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This study evaluated the Extensiveness of E-Learning Platform in ChurchSecondary Schools to Improve Science and Mathematics Performance. The study was summative evaluation which was guided by (CIPP) model. This evaluation adopted an embedded model of the convergent design whereby qualitative and quantitative data sets were collected at the same time and then integration of the information in the interpretation was done in report writing. Both probability and non-probability sampling techniques were used to select 127 respondents from the target population. Both qualitative and quantitative instruments were used to collect data and that were descriptively and inferentially analyzed. Validity of the quantitative instruments was determined and the reliability coefficient was calculated using Cronbach's Alpha (r=0.762 for teachers' questionnaire and r=0.737 for students' questionnaire). Quantitative data were analyzed using frequencies, and percentage and presented in tables by the aid of SPSS. Qualitative data was coded, analyzed, and presented in themes and direct quotations. The key findings indicated that E-learning platform was effectively operating. It has made improvement in students' performance not only in science and mathematics subjects but even in social science subjects. The study concludes that the E-leaning project by CSSC proves positive achievement in teaching of science and mathematics subjects in the project schools. The study recommends that ICT and Elearning should be used for teaching and learning in all learning institutions.

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Section: Key: F= Number Of Respondents and % = Percentagesupporting

confidence: 88%

Untitled

2022

BJE

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“…Since the early 2000s, various solutions were implemented to prepare the materials for computer assessment systems in math for university students. Generally, they rely on CAS (computer algebra system), such as Mapple [1,2], Maxima [3 -10], GeoGebra [11] and other CAS [12] or use custom software, as MathBridge [13], WIRIS [14], IREN [15], etc. Due to the extensive integration of Learning Management System (LMS) MOODLE in Russian education, primarily relevant those software products, which are built into MOODLE as plugins.…”

Section: Using a Computer Assessment System In Mathematic Training Inmentioning

confidence: 99%

Effective Use of a Computer Grading System for Teaching Mathematics at a University

Tomilenko

Lazareva

2020

ITM Web Conf.

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In the given work, the technology to create mathematical assignments with an auto-checking system in the MOODLE system to control education was considered. It is shown that due to using the STACK plugin, those assignments can be applied in all main sections of mathematical basics courses for engineering training: vector and matrix algebra, analytical geometry, mathematical analysis. The examples of interactive assignments for the development of mathematical thinking are listed. Two different methods of using auto-checking assignments in the educational program are shown. The first includes work in class with computer facilities and students’ self-studies. Thanks to individual assignments for each student, that methodology allows reaching high results in mathematic training. The second based on the organization of student self-studies and applies mostly to underperforming students and allows them to learn how to solve tasks, which are necessary to pass the math exam. Solution’s auto-check system and the ability to generate hints in automatic mode helps to reduce the load on the teacher, as eliminating a large amount of verification work and after-hours assistance to students.

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“…Asynchronous approaches can also be carried out when students or teachers are off-line, by coursework and communications delivered via the web, as well as by email and messages posted on community forums. When traditional universities combine face-to-face teaching with e-learning, as described, e.g., in Lepellere et al (2019), the most frequently used activities are asynchronous, at least in the first step. Some works focus on the comparison between asynchronous online discussions and face-to-face ones.…”

Section: Related Workmentioning

confidence: 99%

E-learning experiment: web conference activities in teaching at a traditional university

Gubiani

Matjaž²,

Mozetič

et al. 2020

IJIL

Self Cite

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Nowadays, higher-education institutions are transforming their educational activities from classic ways of providing knowledge to students towards more flexible and open forms of education, aiming to adapt to the needs of new generations of students. Virtual classrooms and e-learning are therefore being introduced not only at open universities offering distance learning, but also at other traditional universities where face-to-face learning prevails. In this paper, we describe a small-scale experimental e-learning activity concerning the integration of open-source web-conferencing tools into a teaching scenario at a traditional university, aiming to guide future improvements of our current e-learning infrastructure. While the experiment Copyright © 2020 Inderscience Enterprises Ltd. D. Gubiani et al.answers positively the question of very affordable technical solutions and reports about positive students' perceptions, it also reveals the need for teachers to be provided with specific knowledge about e-learning pedagogy in order to cope with new challenges, such as achieving student-centred teaching also in learning scenarios, including distance e-learning.

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The E-learning System for Teaching Bridging Mathematics Course to Applied Degree Studies

Cited by 8 publications

References 7 publications

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Effective Use of a Computer Grading System for Teaching Mathematics at a University

E-learning experiment: web conference activities in teaching at a traditional university

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