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

Abstract

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.

Working as Partners: Course Development by a Student–Teacher Team

“…Practical results: The opinions about the material matches the literature; initial uncertainty replaced by confidence (Croft et al, 2013, Bovill, 2014. "It is really impressive to see how much we managed to produce in such a short time" (student E).…”

“…The lecturer has the overall responsibility and should review the resources that are produced (Croft et al, 2013). With adequate control, the new material is often of high quality (Croft et al, 2013, Loch and Lamborn, 2016, Haraldseid et al, 2016. Projects with complete redesign report higher student satisfaction and performance at least as good as in previous editions of the course (Mihans et al, 2008).…”

“…The main concern, at least in the early phases of some projects, have been the quality of the student material. The lecturer has the overall responsibility and should review the resources that are produced (Croft et al, 2013). With adequate control, the new material is often of high quality (Croft et al, 2013, Loch and Lamborn, 2016, Haraldseid et al, 2016.…”

“…Examples of students designing course material or collaborating in course design are available from several disciplines, for example, educational science (Mihans et al, 2008), engineering (Alpay and Gulati, 2010), mathematics (Croft et al, 2013, Loch andLamborn, 2016), law (Hess, 2008), nursing (Haraldseid et al, 2016), and natural science (Woolmer et al, 2016). From these examples, we extracted four common themes that are expanded in more detail below: inclusion and selection, institutional support, student-teacher relationships, and practical results.…”

Autopercepción de los estudiantes acerca de la adquisición de las CTs y su contribución a la mejora de las actividades de aprendizaje

“…De este modo, constituyen también un buen punto de partida para la evaluación formativa. A partir de la información obtenida a través de los screencasts producidos por los estudiantes, puede proporcionarse una retroalimentación adecuada que favorezca la actividad metacognitiva del estudiante y la superación de errores conceptuales (Haxton y McGarvey, 2011;Croft et al, 2013;Soto y Ambrose, 2016) Otra opción, a la que correspondería la actividad estudiada en este trabajo, es la elaboración y sistematización de información por los estudiantes de modo que pueda ser compartida por el resto de alumnos del grupo. En el ámbito agroalimentario puede citarse el estudio realizado por Pérez (2018).…”