Complementing mathematics support with online MathsCasts

Loch, Birgit; Gill, Olivia; Croft, Anthony

doi:10.21914/anziamj.v53i0.4984

Cited by 14 publications

(15 citation statements)

References 4 publications

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“…They could seek help in the tutorials as necessary. This formative self-assessment was supplemented in recent years by the preparation of screencasts for some of the exercises (Loch 2012;Loch et al 2012). …”

Section: Context Of the Studymentioning

confidence: 99%

Student Perceptions of Screencast Feedback on Mathematics Assessment

Robinson

Loch

Croft

2015

Int. J. Res. Undergrad. Math. Ed.

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Although feedback is a very important component of assessment in higher education, there is substantial evidence that students view traditional methods of feedback as deficient in a number of respects. In this paper we explore how students perceive generic feedback on a mathematics assignment provided via screencasts. Our study is based on a Differential Equations module taught to first and second year students at a United Kingdom university. Our analysis of a student survey of this novel approach to feedback indicates that some students prefer screencast feedback to written feedback for a number of reasons: it is perceived to be more personal, it provides a richer experience than handwritten comments, it can be accessed anytime and replayed and paused as needed, it assists with learning how to communicate mathematics and it helps develop mathematical thinking skills. In fact, we show that this form of feedback is effective according to Sadler's (Instructional Science 18:119-144, 1989) definition of effective feedback.

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Section: Context Of the Studymentioning

confidence: 99%

Student Perceptions of Screencast Feedback on Mathematics Assessment

Robinson

Loch

Croft

2015

Int. J. Res. Undergrad. Math. Ed.

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“…However, almost all examples found document the use of technology by the lecturer to create course content. For example, Loch et al [21] look at exploiting emerging technologies to complement mathematics support with online 'MathsCasts'. The engagement of students in both cognitive and metacognitive processes using screencasts is explored by McLoughlin and Loch [22].…”

Section: Use Of Technology To Enhance Student Learningmentioning

confidence: 99%

“…However, one example [25] documents the use of graphic tablets by the lecturer to create course content. For this study, unlike [21]- [25], the student will create course content using graphic tablets.…”

Section: Use Of Technology To Enhance Student Learningmentioning

confidence: 99%

Online resource platform for mathematics education

Llorens¹,

Nevin²,

Mageean³

2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

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Abstract-Engineering education is facing many challenges: a decline in core mathematical skills; lowering entry requirements; and the diversity of the student cohort. One approach to confronting these challenges is to make subject content appropriate to the communication styles of today's student. To achieve this, a pedagogical shift from the traditional hierarchical approach to learning to one that embraces the use of technology as a tool to enhance the student learning experience is required. By including the student as co-creator of course content, a greater sense of engagement is achieved and a change to one where students become agents of their own learning is realized. This active learning constructivist approach shifts the focus from content delivery by the lecturer to active engagement with content by the student and in doing so provides an environment of achievement and ownership which empowers the student and increases self-efficacy. The online platform comprises a set of multiple choice questions focused on core mathematical concepts. The quizzes are constructed to adapt to student responses with custom video feedback created by their peers. This paper outlines the methodology followed and provides results of its evaluation in terms of student's perceptions.

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“…In mathematics education in particular, screencasts are usually narrated recordings of handwritten communication on a computer screen. "It is this visual representation that separates screencasts from traditional podcasts which are mostly aural" [6].…”

Section: Lecturer-created Screencastsmentioning

confidence: 99%

“…Other studies focus on student perceptions of the usefulness of mathematics screencasts, see for instance [12] where screencasts were seen to help students identify at what point they have gone off-track in their solution; [13], where one of the strengths of screencasts is highlighted as allowing "communication through multiple channels: writing, visual aids and speech", like live lectures; and [6] where short, targeted "MathsCasts" are provided for students to revise prerequisite topics. Extending the research reported in [11], Loch, Jordan, Lowe and Mestel show that while screencasts are very well received by students, they may also have a positive effect on performance [14].…”

Section: Lecturer-created Screencastsmentioning

confidence: 99%

‘I’m worried about the correctness’: undergraduate students as producers of screencasts of mathematical explanations for their peers – lecturer and student perceptions

Croft

Duah

Loch

2013

International Journal of Mathematical Education in Science and

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Undergraduate mathematics is traditionally designed and taught by content experts with little contribution from students. Indeed, there are signs that there is resistance from mathematics lecturers to involve students in the creation of material to support their peers-notwithstanding the fact that students have been successfully engaged as co-creators of material in other disciplines. There appears to be little research into what issues may lead to reservations to using student created content in mathematics learning.

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Complementing mathematics support with online MathsCasts

Cited by 14 publications

References 4 publications

Student Perceptions of Screencast Feedback on Mathematics Assessment

Student Perceptions of Screencast Feedback on Mathematics Assessment

Online resource platform for mathematics education

‘I’m worried about the correctness’: undergraduate students as producers of screencasts of mathematical explanations for their peers – lecturer and student perceptions

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