scholarly journals Changes made to the teaching of linear algebra and calculus courses in the UK in response to the COVID-19 pandemic

2021 ◽  
Author(s):  
Maryam Alarfaj ◽  
Steven O'Hagan ◽  
Chris Sangwin
Keyword(s):  
Linear Algebra ◽  
Video Conferencing ◽  
Delivery Mode ◽  
Discussion Forums ◽  
Teaching Activities ◽  
University Mathematics ◽  
Electronic Submission ◽  
Video Clips ◽  
The Uk ◽  
Digital Delivery

In response to the COVID-19 pandemic, university mathematics departments in the UK adapted their teaching for 2020-21, with some courses being delivered digitally and others through a mixture of on-campus and digital delivery. A survey of linear algebra and calculus lecturers was carried out in the spring of 2021 to investigate what changes were made to courses, as well as lecturers’ perceptions of institutional decision making and support. This survey found that a majority of the 41 participants were satisfied that the choice of delivery mode was correct, although views about the importance of offering on-campus classes were mixed. There was a significant increase in the use of video clips made by the lecturer, video-conferencing software, discussion forums, electronic submission of written work and on-screen marking tools. Most lecturers reported a reduction in the amount of time that students were expected to be taking part in live teaching activities and an increase in the amount of time they were expected to be working on asynchronous activities. While some were keen to return to their previous practice, others were enthusiastic about retaining features introduced in response to the COVID-19 pandemic.

scholarly journals Using lesson video clips via multipoint desktop video conferencing to facilitate reflective practice

2000 ◽  
Vol 9 (3) ◽  
pp. 377-388 ◽  
Author(s):  
Chun Hu ◽  
Leslie Sharpe ◽  
Lachlan Crawford ◽  
Saravanan Gopinathan ◽  
Myint Swe Khine ◽  
...  
Keyword(s):  
Reflective Practice ◽  
Video Conferencing ◽  
Video Clips ◽  
Desktop Video Conferencing

Enhancing multipoint desktop video conferencing (MDVC) with lesson video clips: recent developments in pre-service teaching practice in Singapore

2003 ◽  
Vol 19 (5) ◽  
pp. 529-541 ◽  
Author(s):  
Leslie Sharpe ◽  
Chun Hu ◽  
Lachlan Crawford ◽  
Saravanan Gopinathan ◽  
Myint Swe Khine ◽  
...  
Keyword(s):  
Teaching Practice ◽  
Video Conferencing ◽  
Video Clips ◽  
Recent Developments ◽  
Desktop Video Conferencing

Industrial collaboration in the UK non-university sector

1987 ◽  
Vol 1 (2) ◽  
pp. 109-116
Author(s):  
J.A. Wylie ◽  
A. Young
Keyword(s):  
Higher Education ◽  
Teaching Activities ◽  
The Uk ◽  
Industrial Collaboration

Industrial liaison activities by non-university HEIs are of value for their input to teaching and also in their own right. This article outlines the organization of non-university higher education in the UK, examines the sort of industrial liaison activities they should undertake and discusses the balance that should be maintained between teaching and non-teaching activities.

scholarly journals 1081 'Making the Leap’ To ST3 Plastic Surgery: An Interactive Online Course, In Response To COVID-19

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
S H Teoh ◽  
S Majumder
Keyword(s):  
Small Group ◽  
Plastic Surgery ◽  
Video Conferencing ◽  
Online Course ◽  
Face To Face ◽  
The Uk ◽  
Small Group Tutorial ◽  
Learning Points ◽  
Difficult Transition

Abstract Aim The ‘Making the Leap’ interactive online course (MTL) was specifically designed to be delivered during the COVID-19 restrictions. This course aimed to facilitate the difficult transition from CT to ST3 in Plastic Surgery. Method The courses consisted of interactive small-group tutorials, each conducted over 2 days, via Zoom, covering 12 plastic surgery core topics in 8 tutorials. The course was attended by 43 delegates from across the UK and abroad. The tutorials were delivered by 27 plastic surgery consultants. Anonymous feedback was collected from both delegates and faculty. Results The overall feedback from delegates were unanimously positive; 100% of the delegates stated that ‘they would recommend the course to a colleague’. All faculty and delegates agreed the use of video conferencing and small group tutorial to be either ‘very’ or ‘extremely’ suitable for an interactive virtual course like MTL. 98% of delegates thought the course has made them feel more prepared to be a registrar, and 69% of delegates preferred an online interactive course instead of the traditional face-to-face method, for non-practical based courses. Conclusions COVID-19 necessitated delivering ‘Making the Leap” as a Zoom course. However, the feedback clearly demonstrated the need for such a course, and the suitability of the format. We discuss the challenges and learning points from our experience delivering successful interactive courses via Zoom.

Mobile Learning

2017 ◽  
pp. 329-344
Author(s):  
Bonface Ngari Ireri ◽  
Ruth Diko Wario ◽  
Elijah I. Omwenga ◽  
Robert Oboko ◽  
Mwingirwa Irene Mukiri
Keyword(s):  
Digital Media ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Knowledge Retention ◽  
Digital Content ◽  
Discussion Forums ◽  
Video Clips ◽  
Hit Rate ◽  
Open Content ◽  
Video Format

When an instructor is able to identify, develop and apply appropriate digital media content that motivates learners and encourages them to learn, the process of learning is empowered. This study has identified multimedia digital content packaged in the format of video as the most preferred learning media by the learners. Content formats that had highest hit rate with accessed mean rate above 300 (discussion forums, video clips, and graphics) are discussed. The study revealed that learning becomes interactive and effective when a video is presented in the style of hypermedia. Learners' perceptions rating indicated that learners perceived the video format as satisfactory, helpful in knowledge retention, motivational and an enhancement of learning. Available online authoring tools and supportive open content sites are identified and educators are encouraged to develop digital content in video format and disseminate them for teaching and learning.

An attempt to reduce learning difficulties in Linear Algebra courses

2016 ◽  
Vol 8 (2) ◽  
pp. 156
Author(s):  
Marta Graciela Caligaris ◽  
María Elena Schivo ◽  
María Rosa Romiti
Keyword(s):  
Linear Algebra ◽  
Linear Equations ◽  
Learning Difficulties ◽  
Vector Spaces ◽  
Analytic Geometry ◽  
Teaching Activities ◽  
Interactive Tools ◽  
Systems Of Linear Equations

In engineering careers, the study of Linear Algebra begins in the first course. Some topics included in this subject are systems of linear equations and vector spaces. Linear Algebra is very useful but can be very abstract for teaching and learning.In an attempt to reduce learning difficulties, different approaches of teaching activities supported by interactive tools were analyzed. This paper presents these tools, designed with GeoGebra for the Algebra and Analytic Geometry course at the Facultad Regional San Nicolás (FRSN), Universidad Tecnológica Nacional (UTN), Argentina.

Retour d’expérience sur l’enseignement du FLE en cours individuels par visioconférence

2021 ◽  
pp. 43-50
Author(s):  
Marine GUÉQUIÈRE
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Online Teaching ◽  
Video Conferencing ◽  
Full Time ◽  
Image Management ◽  
Private Lessons ◽  
Language Classes ◽  
The Uk

My experience in online teaching started in April 2016. Following a professional retraining and the obtaining of the DAEFLE, I first worked on websites connecting language learners with teachers for private lessons by videoconference. Then, in parallel, I followed the Master FLE course at Grenoble Alpes University, which I obtained in September 2018. I then became self-employed and now work full-time online from the UK. I currently teach 80-100 hours of French as a foreign language classes via video conferencing per month. In this article, I will first introduce you to the audience I work with, then the tools I use, especially for sound and image management, and finally I will finish with a feedback.

scholarly journals Further Mathematics, student choice and transition to university: part 1 - Mathematics degrees

2018 ◽  
Vol 38 (4) ◽  
pp. 167-190
Author(s):  
Sofya Lyakhova ◽  
Andrew Neate
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Individual Interviews ◽  
University Mathematics ◽  
Support Programme ◽  
Mathematics Student ◽  
And Mathematics ◽  
The Uk

Abstract The transition from studying mathematics at school to university is known to be challenging for students. Given the desire to increase participation in science, technology, engineering and mathematics subjects at degree level, it is important to ensure that the school mathematics curriculum is providing suitable preparation for the challenges ahead, and yet remains both accessible and popular. This two-part study investigates student choices of studying the post-16 A-level Mathematics and Further Mathematics qualifications in the UK and their impact on the transition from school to university mathematics. Student opinions were accessed via a survey of undergraduate students and also individual interviews. This first part of the study considers the responses of mathematics undergraduate students and finds that both those who studied Further Mathematics and those who did not perceive studying Further Mathematics as advantageous for their degree courses. However, the advantages identified mostly relate to the familiarity with topics, while students still feel unprepared for studying more abstract and proof-based mathematics. The study found that some factors which may be beneficial for transition currently lie outside the mainstream school mathematics syllabus and include studying through blended learning provided by the Further Mathematics Support Programme, practicing more advanced extension exam papers and attending university outreach events. The choice of Further Mathematics is found to be influenced by the attitudes of the students, their teachers and their parents, to both mathematics as a subject and to Further Mathematics as a qualification as well as student perceptions of Further Mathematics and their plans in terms of degree and university choice.

‘Re-educating the Roma? You must be joking. . .’: Racism and prejudice in online discussion forums

2021 ◽  
Vol 32 (2) ◽  
pp. 156-174
Author(s):  
Jan Chovanec
Keyword(s):  
News Article ◽  
Discussion Forums ◽  
Negative Stereotype ◽  
Online Discussion Forums ◽  
Internet News ◽  
User Comments ◽  
The Media ◽  
Racist Discourse ◽  
Reader Comments ◽  
The Uk

This article explores prejudicial and racist discourse in reader comments in internet news discussion forums. Based on data from an online debate among Czech commenters on the mainstream iDnes.cz news site, it seeks to contribute to the existing critical linguistic approaches to discursive strategies of othering. Analysing user comments referencing a news article on a sensitive social topic, namely the complicated reception of Central European Roma immigrants in the UK, the paper focuses on three salient themes found in the data: (a) the re-education of the ethnic minority; (b) the users’ perception of the media as politically correct and siding with the outgroup; and (c) the outgroup’s negative stereotype associating it with criminality. The paper argues that the discourse on these topics simultaneously relies on and reinforces the negative stereotype of the ethnic group, while revealing a complicated relationship between three stakeholders: the ingroup, represented by the commenters; the outgroup, made up of members of the ethnic groups; and the media, as representatives of the authorities and the elites. The findings reveal how quasi-humorous comments that involve such stereotypical representations contribute to the normalization of everyday racism against ethnic outgroups.1

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