Designing a Blended Learning Model to Support Mathematical Thinking in Multivariable Calculus

2012 ◽  
pp. 221-239 ◽  
Author(s):  
Hamidreza Kashefi ◽  
Zaleha Ismail ◽  
Yudariah Mohammad Yusof
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Mathematical Thinking ◽  
Learning Difficulties ◽  
Learning Model ◽  
Face To Face ◽  
Multivariable Calculus ◽  
Learning Instruction ◽  
Support Students

Multivariable Calculus is one of the most difficult courses for undergraduate students. Researchers at Universiti Teknologi Malaysia (UTM) endeavor to support students in the learning of Multivariable Calculus by promoting mathematical thinking in a face-to-face classroom. This study attempts to identify not only learning difficulties in Multivariable Calculus through mathematical thinking approach but also the ways and means of improving these difficulties based on students and lecturers recommendations. The main purpose of this study is to establish a model of teaching and learning based on these findings for designing a blended learning instruction of Multivariable Calculus course through mathematical thinking approach. It first attempts to identify the theoretical reasons for selecting blended learning to promote mathematical thinking in Multivariable Calculus. Then, it exemplifies a teaching and learning model to support students’ mathematical thinking in Multivariable Calculus through blended learning instruction.

scholarly journals PENGEMBANGAN MODEL BLENDED LEARNING MENGGUNAKAN BLOGGER

Vidya Karya ◽  
2018 ◽  
Vol 32 (2) ◽  
pp. 117
Author(s):  
R. Ati Sukmawati ◽  
Harja Santana Purba ◽  
Nuruddin Wiranda
Keyword(s):  
Blended Learning ◽  
Digital Media ◽  
Teaching And Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Method ◽  
Face To Face ◽  
Limited Space ◽  
Unlimited Time ◽  
Media Learning

Abstract. Teaching and learning activities are generally implemented using conventional learning method that is face to face between learners with educators in the same place and time. Conventional learning facilitates communication between learners and educators, but less time for discussion and limited space. Overcoming it then required a model that can make learning without time and space limited. Blended learning is a learning model that combines the conventional learning model with online digital media learning model that allows students to discuss unlimited time and place. The research is to develop blended learning model using blogger which is expected to be an additional media to support teaching and learning activities. Keywords: blended learning; kelas virtual; blogger Abstrak. Kegiatan belajar mengajar secara umum dilaksanakan menggunakan metode pembelajaran konvensional yaitu tatap muka antara peserta didik dengan pendidik di tempat dan waktu yang sama. Pembelajaran  konvensional memudahkan komunikasi antar peserta didik dan pendidik, tetapi waktu untuk berdiskusi tidak banyak dan tempat yang digunakan terbatas. Mengatasi hal tersebut maka diperlukan sebuah  model yang dapat membuat pembelajaran tanpa terbatas waktu dan tempat. Blended learning merupakan model pembelajaran yang memadukan antara model pembelajaran konvensional dengan model pembelajaran media  digital online yang memungkinkan siswa dapat berdiskusi tanpa terbatas waktu dan tempat. Penelitian yang dilakukan adalah mengembangkan model  blended learning menggunakan blogger yang diharapkan dapat menjadi media tambahan pendukung kegiatan belajar mengajar. Kata kunci: blended learning, kelas virtual, blogger

scholarly journals Integrating Mathematical Thinking and Creative Problem Solving in Engineering Mathematics Blended Learning

2017 ◽  
Vol 9 (1-2) ◽  
Author(s):  
Hamidreza Kashefi ◽  
Zaleha Ismail ◽  
Yudariah Mohamad Yusof
Keyword(s):  
Problem Solving ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Mathematical Thinking ◽  
Creative Problem Solving ◽  
Engineering Mathematics ◽  
Variable Function ◽  
Multivariable Calculus ◽  
Creative Problem

Engineering students often find their first university multivariable calculus experience very challenging. While moving from single variable function to multivariable function with procedural aspects of the subject, solving limit, derivation, and integral problems, they may struggle with crucial conceptual ideas underpinning them, making it very difficult to progress in more advanced courses. The main objective of this research is to establish a model of teaching and learning by integrating mathematical thinking and creative problem solving to support students in the learning of multivariable calculus through a blended learning environment. The results revealed that blended learning proved a valuable support and adjunct to students’ learning.  

scholarly journals BLENDED LEARNING READINESS AND ITS WAY FORWARD: THE CASE OF UNDERGRADUATES OF UNIVERSITI UTARA MALAYSIA

2021 ◽  
Vol 3 ◽  
pp. 99-120
Author(s):  
Zakiyah Sharif ◽  
Arifatul Husna Mohd Ariff ◽  
Zaimah Abdullah ◽  
Fathiyyah Abu Bakar
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Face To Face ◽  
Generation Z ◽  
Current State ◽  
Information And Communication ◽  
The University ◽  
Universiti Utara Malaysia ◽  
Learning Data

Most students at higher education institutions (HEIs) are currently Generation-Z, and they are exact synonyms with information and communication technology. Therefore, HEIs should adopt a modern way of delivering knowledge to the students, such as blended learning. Blended learning is a combination of face-to-face and online learning methods in the teaching and learning process. The objective of this study is to determine the readiness of undergraduates in public universities towards blended learning. Data was collected from 283 undergraduate students from Universiti Utara Malaysia using a questionnaire and was analysed descriptively. The result shows that almost 75% of the students are aware of the blended learning method, and nearly 70% of the students have participated in the blended learning. Overall, the students have a high readiness to embark on the blended learning approach, but with some improvements needed. The study provides insights into understanding the current state of students’ preparedness towards blended learning and how the university should take appropriate actions to overcome the limitations faced by the students so that the benefits of blended learning can be optimised.

scholarly journals Student Teachers’ Acceptance towards Blended Learning in Teaching and Learning Psycholinguistics

2020 ◽  
Vol 3 (1) ◽  
pp. 11-17
Author(s):  
Rosmania Rima
Keyword(s):  
Blended Learning ◽  
Student Teachers ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Face To Face ◽  
Face To Face Learning ◽  
Students Attitudes

This study aimed at examining student teachers’ acceptance toward blended learning in teaching and learning Psycholinguistics. It focuses on  students’ attitudes toward using SPADA at spada.untirta.ac.id as learning management system combined with face to face learning. The survey involves 118 undergraduate students enrolled in Psycholinguistics course of English Department Untirta. Technological Acceptance Model (TAM), questionaire and interview are used to obtain the data. The learners’ acceptance toward the blended learning in Psycholinguistics course in overall is at a very good level, including the perceived usefulness and the perceived ease of use. For further research, it is suggested to explore the factors that influence teachers' acceptance with blended learning and the proportion between online and face to face learning.

Learning Functions of Two Variables Based on Mathematical Thinking Approach

2013 ◽  
Vol 63 (2) ◽  
Author(s):  
Hamidreza Kashefi ◽  
Zaleha Ismail ◽  
Yudariah Mohammad Yusof
Keyword(s):  
Prior Knowledge ◽  
Mathematical Thinking ◽  
Algebraic Manipulation ◽  
Advanced Mathematics ◽  
Face To Face ◽  
Functions Of Two Variables ◽  
Learning Functions ◽  
Multivariable Calculus ◽  
Mathematical Experience ◽  
Support Students

Multivariable function is one of the most important concepts in the learning of advanced mathematics. We had implemented a teaching approach to support students in the learning of two-variable functions by promoting mathematical thinking in face-to-face Multivariable Calculus classroom. This study investigates the obstacles and difficulties faced by students in the learning of two-variable functions based on the mathematical thinking approach. The findings indicated that students displayed various difficulties in finding the range and sketching the graph of two-variable functions. The students’ difficulties and obstacles such as poor mastery of algebraic manipulation, poor grasp of prior knowledge or lack of it, idiosyncrasy attributed from previous mathematical experience, and restricted mental images of two-variable functions could be classified as difficulties with techniques, concepts, and studying mathematics. Based on students’ responses, the difficulties were considered mainly conceptual in nature and few were related to techniques and studying mathematics.

scholarly journals Design and evaluation of two blended learning approaches: Lessons learned

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Wing Sum Cheung ◽  
Khe Foon Hew
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Graduate Programs ◽  
Lessons Learned ◽  
University Teaching ◽  
Learning Approach ◽  
Learning Approaches ◽  
Communication Tool ◽  
Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

scholarly journals Design for learning – a case study of blended learning in a science unit

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 898
Author(s):  
Roslyn Gleadow ◽  
Barbara Macfarlan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Scientific Practice ◽  
Learning Experience ◽  
Science Students ◽  
Face To Face ◽  
Design For Learning ◽  
Learning Management

Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21st century.

Blended Learning Support for Undergraduate Students’ Research and Writing Skills Development

2014 ◽  
pp. 341-368
Author(s):  
Asako Yoshida
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Learning Support ◽  
Learning Practices ◽  
University Of Manitoba ◽  
Main Barrier ◽  
The University

In this exploratory study, a subject librarian and a writing instructor investigated the potential of designing blended learning around research paper assignments in the context of two foundational courses in the Faculty of Human Ecology at the University of Manitoba, Canada. The objective was to explore alternative, more embedded learning support for undergraduate students. The significance of blended learning support was situated in the broader literature of the teaching and learning practices in higher education. In this case study, descriptions of blended learning support for facilitating student learning, and of the main barrier to its implementation are provided. Based on what was learned in the exploratory study, the chapter provides working guidelines for designing and developing blended learning support, mainly drawing from Butler and Cartier’s (2004) research on academic engagement.

Blending Face-to-Face and Technology

2014 ◽  
pp. 105-119 ◽  
Author(s):  
Philip G. Pulley
Keyword(s):  
Educational Technology ◽  
Blended Learning ◽  
Universal Design ◽  
Teaching Method ◽  
Learning Model ◽  
Flipped Learning ◽  
Face To Face ◽  
History Of ◽  
Flipped Classrooms ◽  
Traditional Homework

Flipped or inverted learning is a type of blended learning that involves the use of educational technology to switch or flip what is traditionally done in the classroom with what is done as homework. With the flipped model, lectures are often recorded for students to watch at home while traditional homework, or projects that involve application, are done in the classroom with the teacher available as a guide and resource. Like any new teaching method, with the flipped learning model there is a need for the instructor to evaluate its use and determine whether changes will be required with each implementation. In this chapter, an overview of the history of the flipped model is presented. In addition, an outline of methods like universal design that can be implemented for learning in flipped classrooms is provided.

Blended for Student Engagement and Retention

2015 ◽  
pp. 818-835
Author(s):  
Ishmael I. Munene ◽  
Flower Darby ◽  
John J. Doherty
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Face To Face ◽  
Northern Arizona ◽  
Blended Courses ◽  
Learner Centered ◽  
Northern Arizona University ◽  
Face To Face Instruction ◽  
Blended Course

Facetiously described as the “third generation” of distance learning, blended learning is now the new kid on the block in the deployment of technology to support teaching and learning. Its versatility as a pedagogical strategy for creating learner-centered instruction lies in the capacity to exploit the potentials of both the traditional face-to-face instruction and online learning modality in order to provide students with multiple pathways of learning. Yet, developing a blended course to take advantage of these duo capabilities is a monumental challenge for faculty. This chapter presents an analysis of approaches and models employed by faculty at Northern Arizona University to develop and deliver two blended courses as part of the institution's strategy of using technology to enhance undergraduate student engagement and retention. The analysis shows that a multimodal approach that infuses technologies and media and a proactive institutional policy in favor of blended learning, coupled with strategic faculty development, provides the best pathway to developing robust blended courses that are truly learner-centered.

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