Using iPads in University Mathematics Classes

2015 ◽  
pp. 60-77
Author(s):  
Rim Gouia ◽  
Cindy Gunn ◽  
Diana Audi
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
First Year ◽  
University Mathematics ◽  
The Future ◽  
Educational Requirements

This chapter reports on two studies carried out with first-year undergraduate students in Mathematics classes. The first study investigates regular use of iPads over the course of one semester. Overall, the students reported positive impressions regarding the use of iPads in their Mathematics classes. However, only 47% stated that they would join an iPad class in future semesters. The second study is a qualitative follow-up to the first to find out why the majority said they would not join an iPad class in the future. The students in the two studies could see both the value and the drawbacks that the use of iPads in their Mathematics classes would provide. The findings suggest that as supplement to instruction the use of iPads has the potential to enhance the learning process, but classes delivered using iPads only would not meet the educational requirements or expectations of the study's participants.

Using iPads in University Mathematics Classes

2015 ◽  
pp. 2049-2066
Author(s):  
Rim Gouia ◽  
Cindy Gunn ◽  
Diana Audi
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
First Year ◽  
University Mathematics ◽  
The Future ◽  
Educational Requirements

This chapter reports on two studies carried out with first-year undergraduate students in Mathematics classes. The first study investigates regular use of iPads over the course of one semester. Overall, the students reported positive impressions regarding the use of iPads in their Mathematics classes. However, only 47% stated that they would join an iPad class in future semesters. The second study is a qualitative follow-up to the first to find out why the majority said they would not join an iPad class in the future. The students in the two studies could see both the value and the drawbacks that the use of iPads in their Mathematics classes would provide. The findings suggest that as supplement to instruction the use of iPads has the potential to enhance the learning process, but classes delivered using iPads only would not meet the educational requirements or expectations of the study's participants.

scholarly journals USE OF GAME RECEPTIONS IN TEACHING BACHELORS OF THE DIRECTION «SERVICE»

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
T.V METLYAEVA ◽  
◽  
E.I VASILEVA ◽  
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
Training Image ◽  
Educational Process ◽  
First Year ◽  
State University ◽  
Sociological Study ◽  
First Year Students ◽  
Game Activity ◽  
Effective Use

The article is devoted to the analysis of the use of gaming technologies in the process of training undergraduate students in the “Service” direction at the Vladivostok State University of Economics and Service (VSUES). The features of understanding the game activity in the scientific literature, the role and place of the game in the educational process are considered. Authors focus on this type of interaction with students, such as game training in their practical activities. This type of work in the learning process allows you to simulate a real situation in which students can form and develop the necessary professional skills and gain experience working with people, as well as understand the specifics of a future profession. Due to its capabilities, game trainings attract the attention of various specialists to work with students. Based on the results of a sociological study among first-year students and graduates of this direction, the authors of the article made conclusions about the effective use of gaming technologies in the learning process. In addition, the authors note that gaming techniques in the process of training image-maker students allow developing important and necessary professional qualities, such as creativity, the ability to relax, the ability to understand other people and adapt to different communication situations.

scholarly journals Lottery Strategy: An activity for new undergraduate students to introduce and reinforce introductory statistical concepts

2016 ◽  
Vol 15 (1) ◽  
pp. 14
Author(s):  
Salim Neil Khan
Keyword(s):  
Probability Theory ◽  
Undergraduate Students ◽  
First Year ◽  
Classroom Activity ◽  
Mathematics Courses ◽  
University Mathematics ◽  
Machine Analysis

Most university mathematics courses involve the students studying a statistics module in their first year. However, depending on which modules they took at A-level, they arrive at university with varying degrees of interest and ability in statistics. This article presents a classroom activity that introduces and reinforces introductory probability concepts to help prepare and engage the students for the statistics that they will encounter on their course. In the activity, the students consider and contrast two different strategies for selecting numbers for a lottery, in order to conclude which is best under which circumstances. It comprises a mixture of experimentation using a lottery machine, analysis using probability theory, and simulation using computers.

Undergraduate Students’ Views on the Use of Online Learning Platform during COVID-19 Pandemic

TEKNOSASTIK ◽  
2021 ◽  
Vol 19 (1) ◽  
pp. 41
Author(s):  
Fatimah Mulya Sari ◽  
Lulud Oktaviani
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Learning Process ◽  
The Novel ◽  
Beneficial Effects ◽  
Learning Platform ◽  
Learning Platforms ◽  
Novel Coronavirus

Technology-based online learning platforms have supported and helped Indonesian students to succeed the online learning education amid the novel coronavirus. They are allowed to access learning materials, learning activities, and learning practice for free. The purpose of this paper is to investigate the students’ paradigms on how effective is online learning platforms for their learning process. A qualitative method in form of a case study design was applied to this present study which had a hundred and eighty-five undergraduate students as the subjects. A questionnaire consisting of twenty-five statements was distributed to them through Google Forms. A follow-up interview via WhatsApp video calls was also conducted with the forty students who were chosen randomly to strengthen the findings. The results of this study show that most students agreed that the online learning platform might provide some beneficial effects for them. They mentioned that online activities through this platform were easily followed and challenge them to strive for keeping their balance motivation and interest to accomplish the online learning process. They were comfortable communicating and interacting with classmates and lecturers electronically. Besides, they might also be able to manage their study time and self-disciplined. Therefore, an online learning platform is considered to be a beneficial tool to support online learning environments.

scholarly journals Harder things will stretch you further: helping first-year undergraduate students meaningfully engage with recent research papers in probability and statistics

2020 ◽  
Author(s):  
Nicholas Grindle ◽  
Elinor Jones ◽  
Paul Northrop
Keyword(s):  
Undergraduate Students ◽  
Mathematics Curriculum ◽  
Undergraduate Research ◽  
First Year ◽  
Research Papers ◽  
First Year Students ◽  
University Mathematics ◽  
General Readership ◽  
Probability And Statistics

Abstract Undergraduate research increasingly features in university mathematics degrees. Despite this, research papers are used infrequently in mathematics teaching, and this is especially the case for first-year undergraduates. Mathematical subjects are more likely than other STEM disciplines to pinpoint cognitive difficulty as the principal reason for not exposing undergraduate students to research papers. In this paper, we test whether first-year students can engage effectively with research papers. We describe an intervention that exposes first-year, first term undergraduate students to current research in probability and statistics by asking them to read a research paper and summarize it for a general readership following an interview with the paper’s author. Our findings show that the activity introduced students to new fields of knowledge and helped to develop a clearer understanding of scientific process, leading to a heightened sense of personal satisfaction at engaging closely with current research. We argue that structured reading of research papers can lead to productive and rewarding engagement with difficult content, recent and current research and with research processes and that this should make us reconsider the role of research papers in the undergraduate mathematics curriculum.

scholarly journals Vermengde leer: Innovering in die onderrig van Praktiese Teologie aan voorgraadse studente

2013 ◽  
Vol 69 (1) ◽  
Author(s):  
Ian A. Nell
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Learning Process ◽  
Practical Theology ◽  
First Year ◽  
First Year Students ◽  
Pedagogical Strategies ◽  
Son Of Man ◽  
And Performance ◽  
Practical Theological

Blended learning: Innovation in the teaching of practical theology to undergraduate students. Blended learning is becoming increasingly prevalent in the academic environment. This approach to learning was developed for various reasons, including the problem of information overloading and the need for integration of theory and praxis. Recent research indicates that changes in the brain necessary for success in the learning process are related to numerous factors like practical exercises, emotions and background factors while learning. The purpose of this research was to evaluate through empirical research the innovative use of blended learning by first-year students in practical theology. The results of two empirical surveys indicate a positive experience of a variety of forms of learning by the students. The results are interpreted with the aid of theoretical insights from the fields of pedagogy and practical theology. Four pedagogical strategies are discussed, all of which individually contribute to the learning process. This includes pedagogies of contextualisation, interpretation, formation and performance. In conclusion, a number of recommendations are made about the use of blended learning in practical-theological teaching. It is done by making use of a case study within a theodramatic approach to practical theology. The use of the film Son of Man is examined as example in the light of the envisaged outcomes for practical-theological teaching.

scholarly journals FEEDBACK THAT AFFECTS FIRST YEAR MEDICAL STUDENT’S LEARNING IN HIGH POWER DISTANCE & COLLECTIVISM CULTURE

2019 ◽  
Vol 4 (2) ◽  
pp. 75
Author(s):  
Ida Ayu Triastuti ◽  
Gandes Retno Rahayu ◽  
Yoyo Suhoyo
Keyword(s):  
Undergraduate Students ◽  
High Power ◽  
Power Distance ◽  
First Year ◽  
Feedback Process ◽  
Medical Undergraduate ◽  
High Power Distance ◽  
Communication Culture ◽  
Medical Undergraduate Students

Background: Constructive feedback is an essential component of learning for medical undergraduate. Communication culture of high-power distance and collectivism might have influence in shaping students' perception of the benefit of feedback. Aim: This study is aimed to identify feedback characteristic which associated with students' perception of learning benefit, and further explored the mechanism feedback influence on students learning process. Method: This is a mixed method study, with explanatory sequential approach. The setting is first-year medical undergraduate students at FK UKDW who enrolled in skill lab class (pulmonary physical examination). The first phase is a quantitative study using questionnaire on feedback characteristics and student’s perception of feedback benefits, further analysed with linear regression methods. The next phase is an interview study on selected students with semi-structured questions, and further analysed with thematic analysis. Result: There are 82 students who returned the questionnaire. Quantitative analysis showed that feedback including comparison to standard (B=2,26; p = 0,003) and follow-up planning (B=3,47; p < 0,001) are associated with perceived benefit by students. Further interview of 11 students discovered that students have received clear and concise outline through the feedback process. On the other hand, the communication culture, poor execution of feedback process, and interconnectedness between each characteristic may influence the students' perception of benefits. Conclusion: Feedback is beneficial for medical undergraduate students in high power distance and collectivist culture, specifically feedback with comparison to standard and follow-up planning.

scholarly journals Plant-Derived Drug Discovery in an Introductory Biology Laboratory Course

2021 ◽  
Vol 83 (4) ◽  
pp. 214-221
Author(s):  
Tatiana Kuzmenko ◽  
Ashwarya Sharma ◽  
Demian A. Willette
Keyword(s):  
Drug Discovery ◽  
Undergraduate Students ◽  
Plant Biology ◽  
First Year ◽  
Laboratory Activity ◽  
Research Areas ◽  
Hands On ◽  
Changing Attitudes ◽  
Biology Laboratory

Hands-on, inquiry-based laboratory activities are excellent opportunities to introduce first-year undergraduate students to the lab environment and to catalyze new interest in topics they may not yet know or be as enthusiastic about studying. We describe a multisession introductory laboratory activity that couples the research areas of medicinal drug discovery and plant biology. Selecting from a diversity of native California plants and broadly recognized medicinal plants, students learn and apply an assortment of basic phytochemical assays, analyze preliminary data, and then formulate hypothesis-driven follow-up experiments. Working in small groups, students develop shared project management and collaboration skills, and present activity results to peers in multiple modalities. Furthermore, we summarize findings from 163 student experiments using 29 plant species into an Instructor’s Resource Table to facilitate guiding students through their preliminary and follow-up experiments. Lastly, we include student responses from pre- and post-activity surveys on their changing attitudes toward plant biology.

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