Mathematics Online Learning Model in Engineering Education

Uukkivi, Anne; Brown, Ken; Bilbao, Javier; Cellmer, Anna; Fenişer, Cristina; Safiulina, Elena; Soares, Filomena; Latõnina, Marina; Labanova, Oksana; Bocăneț, Vlad; Bravo, Eugenio; García, Olatz; Rebollar, Carolina; Varela, Concepción

doi:10.21125/inted.2019.2224

Cited by 5 publications

(6 citation statements)

References 6 publications

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“…It must be mentioned that, from previous experience of the Portuguese team, there was a felling towards avoiding video lectures [12] since, on the one hand, it is almost impossible to achieve a professional editing quality necessary to the project and on the other it is hard to avoid the "expertise reversal effect" [16], when dealing with this type of multimedia resource, and it should be minimized in theory introduction and presentation.…”

Section: Lessons -Theory Componentmentioning

confidence: 99%

“…[5], [6], [7]). Here, the use of Information and communications technology (ICT) support in this process revealed several alternative educational procedures and practices giving space for the development of numerous projects like "Future Mathematics" [8], "LearnIT" [9], "Open Discovery of STEM Laboratories" [10] or "MatActiva" [11], among many others, and led to the emergence of the Erasmus+ EngiMath in late 2018 [12].…”

Section: Introductionmentioning

confidence: 99%

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Innovative Teaching Methodologies for an Online Engineering Mathematics Course

Soares¹,

Cellmer²,

Uukkivi³

et al. 2021

INTED2021 Proceedings

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The fast evolution of distance learning tools such as Open Educational Resources (OER)) is an evidence of a shift in the way teaching and learning are understood. Several Higher Education Institutions are trying to increase their efficiency, competitiveness and expand their potential public by investing in the development of online courses, which can offer more interaction and support and be accessible to a larger number of students from a wider sort of backgrounds. The adaptation of a face-to face course into an online one is not simple, as it is not just about uploading lecture videos, sets of notes or lessons, it is necessary to consider the student's needs, the instructional design and the best digital educational tools in order to support learning and teaching process.A partnership between Higher Education Institutions from six European countries, connecting more than twenty lecturers from distinct knowledge areas, is working on a European Erasmus+ Project, EngiMath, Mathematics online learning model in engineering education. These are developing a shared online platform for teachers to teach Mathematics in the first years of Engineering degrees and, on the other hand, to support student-centric learning and to encourage students to actively engage in the learning process to construct their own learning, addressing the recent requirements for an open, independent, competitive and innovative education. In this context, several new methodological and development issues of the online course will be presented, as well as students' perceptions and feedback about the pilot course conducted by each institution partner of the project.

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Section: Lessons -Theory Componentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Innovative Teaching Methodologies for an Online Engineering Mathematics Course

Soares¹,

Cellmer²,

Uukkivi³

et al. 2021

INTED2021 Proceedings

View full text Add to dashboard Cite

show abstract

“…• EngiMath Project -the purpose of the project is to create and develop a shared and open platform with innovative support materials suitable for web-based assessment of mathematics for several types of engineering education curricula ( [9], [11]);…”

Section: Background -Options and Choicesmentioning

confidence: 99%

“…During this period, the classes of a Mathematics Course, from the Porto Accounting and Business School (ISCAP), one of the eight P.PORTO schools, took place online and, consequently, different learning tools had to be considered and used. Despite online learning outburst with the current pandemic it has long been part of the learning process ( [9], [10]) as mixed form of distance learning suggested to complement and, in some cases, replace the traditional face-to-face learning.…”

Section: Introductionmentioning

confidence: 99%

Interactive Learning Materials Contribution for Students’ Engagement in E-Learning of Mathematics Contents: A Case Study During the Covid-19 Pandemic

Soares¹

2021

INTED2021 Proceedings

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The purpose of this paper is to investigate the impact of the use of interactive e-learning materials for students' engagement in a Mathematics course, concerning the shift from face-to-face classes to online and virtual learning systems, during the COVID-19 outbreak and the lockdown in one of the schools of the Porto Polytechnic.On March 16, 2020, Portuguese Government ordered the closure of all educational institutions, due to the ongoing outbreak of coronavirus disease . Faced with this problem, since students and educators could not be physically present in a traditional classroom environment, two alternatives were "on the table": suspending courses to reopen them later, when the pandemic "ended", creating major disruptions in traditional educational calendars, or developing new strategies for the courses to continue, trying to maintain almost all planned educational activities through the use of information and communication technologies, in a distance teaching/learning basis. Our Institution, after analyzing the pros and cons, decided to choose the second alternative. So, in such a short time and without any kind of groundwork or anticipated planning, our traditional ways of learning and teaching were drastically changed. With no further notice, teachers were compelled to adopt remote teaching strategies and to develop synchronous and asynchronous courses. Therefore, using all kind of distance learning strategies, students have been able to continue with their studies, concluding the academic year without ever returning to on-site teaching. However, the efforts did not come without problems: slow or even no Internet connections, no or inadequate devices or technical support, lack of digital proficiency from all educational actors are just some of the challenges faced. On a positive side, extraordinary opportunities must be recognized in the form of innovations and digitalization of the current practices. The opinions of the participants of the study will help demonstrate what may be considered as best practices and problem solving through the use of interactive e-learning materials in times of crisis.

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“…The objective is to develop an "open, centralized, core system of accessible theoretical, practical, and assessment materials and techniques, which will try to ensure maximum benefit to students and academics. New didactic methods and best practices for developing engineering mathematics on-line courses are chosen and mathematics on-line assessment systems were examined for this purpose" [4].…”

Section: Introductionmentioning

confidence: 99%

Developing Interactive E-Contents for a Mathematic Erasmus+ Project – Challenges and Experiences

Soares¹,

Cellmer²,

Uukkivi³

et al. 2020

INTED Proceedings

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Stimulating students for learning is a regularly recurring theme that never seems finished, remaining in the frontline of teachers' day to day struggle, and this recurrent factor is exponentiated when the subjects are directly related with Mathematics.In November 2018 the European Project EngiMath started work the development of a common Mathematics course for engineering students from the 6 countries of the consortium -Estonia, Ireland, Poland, Portugal, Romania and Spain. This course will be an online course with all the usual features and e-contents, however the project partners have been particularly focused on the pedagogical features and real digital competences when developing all the materials and interactive e-contents. An exhaustive search has been developed for the best way to build interactive content that would stimulate students to improve their basic mathematical skills, dealing with all the time and financial constraints, common to European higher education. This paper will describe, in a detailed way, all the steps of the construction of the theoretical contents, in English, which are the basis of the course proposed by the project and that are now being translated to each of the five distinct mother languages to avoid the frequent interpretation misleading problems for students and other cultural hitches. These e-contents are based on the construction of SCORM packages (Shareable Content Object Reference Model) for the Moodle platform, created over animated presentations to promote students' interaction and avoid drop out behaviours.

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Mathematics Online Learning Model in Engineering Education

Cited by 5 publications

References 6 publications

Innovative Teaching Methodologies for an Online Engineering Mathematics Course

Innovative Teaching Methodologies for an Online Engineering Mathematics Course

Interactive Learning Materials Contribution for Students’ Engagement in E-Learning of Mathematics Contents: A Case Study During the Covid-19 Pandemic

Developing Interactive E-Contents for a Mathematic Erasmus+ Project – Challenges and Experiences

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