Lessons Learned from a Calculus E-Learning System for First-Year University Students with Diverse Mathematics Backgrounds

Liang, Linyun; Yeung, K.; Lui, Rachel Ka Wai; Cheung, William Man-Yin; Lam, Kwok Fai

doi:10.1007/978-3-319-90790-1_5

Cited by 4 publications

(3 citation statements)

References 19 publications

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“…(2017) investigated the effect of blended learning on seventh-grade students' academic achievement in a mathematics course on numbers and number lines. Liang et al. (2018) designed lessons with a calculus e-learning system for first-year university students with diverse mathematical backgrounds.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of blended learning on students' academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane

Tong¹,

Uyen²,

Ngan³

2022

Heliyon

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Section: Introductionmentioning

confidence: 99%

The effectiveness of blended learning on students' academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane

Tong¹,

Uyen²,

Ngan³

2022

Heliyon

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“…Taylor-Guy and Chase (2020) are of the view that with a well-structured and well-planned ER online teaching that uses appropriate learning systems, learning experiences equivalent to face-to-face learning experiences can be achieved with online teaching. Consequently, ER online teaching, as espoused by Liang et al (2018), became an obvious alternative to the conventional classroom face-to-face teaching practices. Formal didactics in 2020 were therefore conducted online.…”

Section: Emergency Remote Online Mathematics Teachingmentioning

confidence: 99%

College students’ perceived teaching presence in emergency remote online mathematics teaching

Taley¹

2022

J. Res. Adv. Math. Educ

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In this period of the Covid-19 outbreak, the interest in replacing conventional face-to-face teaching with online teaching in Ghana's Colleges of Education has sown amidst concerns about the presence of teaching. Through an online survey, 452 students from three education colleges responded to the teaching presence scale. This study examined college students' perception of mathematics teaching presence and how gender and the mode of interaction affected students' sense of teaching presence during the emergency remote online teaching of mathematics. The results showed that about 82.7% of the students had a moderate to a high sense of mathematics teaching presence in the emergency remote online teaching. This means that mathematics teachers were unable to identify the mathematics learning needs, neither were teachers able to manage collaborative and reflective work, nor averted undirected discourse among 27.3% of the students. Although the gender of students did not affect the sense of mathematics teaching, the result indicated that in the absence of asynchronous mode of interaction, synchronous and blended modes of interaction positively affected students' perceived mathematics teaching presence. Altogether, this study urges mathematics teachers to employ creative pedagogical approaches that make teaching presence more conspicuous to students in emergency remote online mathematics teaching.

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“…The SCNC1111 e-learning platform can improve understanding and better ability in calculus knowledge. (Liang, Yeung, Lui, Cheung, & Lam, 2018).…”

Section: E-learningmentioning

confidence: 99%

E-Learning and Academic Performance during Covid-19: The Case of Teaching Integral Calculus

Ramdani

Mohamed

Syam

2021

International Journal of Education and Practice

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This study investigates the impact of implementing integral calculus lectures which were originally very suitable in face-to-face delivery, but during the Covid-19 pandemic situation, these were delivered online through e-learning. This research analyzes the correlation between self-efficacy, creativity perception, and productive disposition towards academic performance using path analysis and was modeled in the form of regression equation. This study involved 108 students (35 males and 72 females) at a university in Bandung, West Java, Indonesia. The research instrument used was questionnaire of self-efficacy (11 items), creativity perception (15 items) and mathematical disposition (14 items). All research variable items had a Pearson correlation (r) greater than 0.25, so all items were said to be valid. The reliability coefficient of Cronbach's Alpha for self-efficacy, perceived creativity, and productive disposition were included in the high category. The results showed a correlation between self-efficacy and creativity perception with regard to productive disposition. There was also a direct correlation between self-efficacy and academic performance. Creativity perception did not show a direct influence on academic performance nor. Productive disposition had a direct influence on academic performance. There was a correlation between self-efficacy, creativity perception, and productive disposition of academic performance. Self-efficacy (happy to help other friends, dare to face criticism and challenges, and dare to compete to win a competition) had the largest contribution to academic performance while creativity perception (creative ideas must be sophisticated and complex, creative people have high curiosity, creative people find it difficult to accept different opinions from others, creativity can only be developed in certain people, and creativity comes over by chance) has the smallest one. These findings can be used as first step in understanding creative perception as a weak contribution to cognitive abilities about academic performance, even though creativity has an important role in developing mathematics performance. Contribution/Originality:The originality of this study lies in it investigating the impact of implementing integral calculus lectures through e-learning during the Covid-19 pandemic. It shows how the application of elearning can encourage students to engage and manage learning independently and learn in a practical way. Factors like self-efficacy and perception of creativity have been analyzed to determine how they affected students' academic performance.

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Lessons Learned from a Calculus E-Learning System for First-Year University Students with Diverse Mathematics Backgrounds

Cited by 4 publications

References 19 publications

The effectiveness of blended learning on students' academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane

The effectiveness of blended learning on students' academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane

College students’ perceived teaching presence in emergency remote online mathematics teaching

E-Learning and Academic Performance during Covid-19: The Case of Teaching Integral Calculus

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