A Simple but Efficient Concept of Blended Teaching of Mathematics for Engineering Students during the COVID-19 Pandemic

Abstract

In this article we present a case study concerning a simple but efficient technical and logistic concept for the realization of blended teaching of mathematics and its applications in theoretical mechanics that was conceived, tested and implemented at the Department of Civil, Environmental and Mechanical Engineering (DICAM) of the University of Trento, Italy, during the COVID-19 pandemic. The concept foresees traditional blackboard lectures with a reduced number of students physically present in the lecture hall, while the same lectures are simultaneously made available to the remaining students, who cannot be present, via high-quality low-bandwidth online streaming. The case study presented in this paper was implemented in a single University Department and was carried out with a total of n=1011 students and n=68 professors participating in the study. Based on our first key assumption that traditional blackboard lectures, including the gestures and the facial expressions of the professor, are even nowadays still a very efficient and highly appreciated means of teaching mathematics at the university, this paper deliberately does not want to propose a novel pedagogical concept of how to teach mathematics at the undergraduate level, but rather presents a technical concept of how to preserve the quality of traditional blackboard lectures even during the COVID-19 pandemic and how to make them available to the students at home via online streaming with adequate audio and video quality even at low internet bandwidth. The second key assumption of this paper is that the teaching of mathematics is a dynamic creative process that requires the physical presence of students in the lecture hall as audience so that the professor can instantaneously fine-tune the evolution of the lecture according to his/her perception of the level of attention and the facial expressions of the students. The third key assumption of this paper is that students need to have the possibility to interact with each other personally, especially in the first years at the university. We report on the necessary hardware, software and logistics, as well as on the perception of the proposed blended lectures by undergraduate students from civil and environmental engineering at the University of Trento, Italy, compared to traditional lectures and also compared to the pure online lectures that were needed as emergency measure at the beginning of the COVID-19 pandemic. The evaluation of the concept was carried out with the aid of quantitative internet bandwidth measurements, direct comparison of transmitted video signals and a careful analysis of ex ante and ex post online questionnaires sent to students and professors.

The Impact of the COVID-19 Pandemic on Teaching Mathematics and Students’ Knowledge, Skills, and Grades

“…Video lectures; Considering the specifics of teaching mathematics, the existence of online materials alone is not sufficient. We agree with the opinion published in [15] that teaching mathematics is a dynamic and creative process that requires the physical presence of students in a lecture hall for instantaneous fine-tuning of the development of a lecture according to the reaction of the students. This missing interaction can manifest itself, for example, in the incorrect understanding of individual concepts and a subsequent inaccurate or incomplete solution to problems on the mathematical basis.…”

“…When comparing results of the impact of online education, we observed a similar phenomenon as that in the study [15]:…”

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

“…According to these authors, the COVID-19 situation and the restrictions in peer support affect mathematics students regardless of their gender or their previous skills. The need for a change in mathematics instruction given the current situation has been acknowledged by many researchers in the field [83][84][85] given the fact that peer support has now been highly limited.…”

Learning Mathematics of Financial Operations during the COVID-19 Era: An Assessment with Partial Least Squares Structural Equation Modeling

“…Hence, the interactivity offered by the video tutorials has had particularly positive effects, one of the aspects to be encouraged in the post-COVID-19 teaching era as reported by Rey Lopez et al [17] in pedagogical research in which the interviewees were the professors themselves. Moreover, Usage presents the lowest degree of acceptance among the students, which may be derived because the students prefer to interact with the professor through online streaming or simply because many prefer to write personally on the blackboard in the classroom [20,90].…”